@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):13-16
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):13-16
Effect of Positive Self-talk on Exam Anxiety of Nursing Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Salmani N. (*)(*) Faculty of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Correspondence
Address: Graduate Education Department, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Corner of Niyayesh Highway, Vali-e-asr Street, Tehran, Iran.Phone: +983518246326
Fax: +983518246323
mahadiat@yahoo.com
Article History
Received: April 9, 2012Accepted: January 19, 2013
ePublished: March 10, 2013
ABSTRACT
Aims
Focus on the achievement in the final exams is considered to be important and increased physiological pressure for success can lead to anxiety during the test. The present study was conducted aiming at investigating the effect of positive self talk on the amount of exam anxiety in nursing students.
Materials & Methods This quasi-experimental study conducted on nursing students of Islamic Azad University of Yazd in 2011-12. Thirty students, who were arrived in 2008 and had three days break between their two exams, were selected using purposive cluster sampling and divided into experimental and control groups. Data collection tools included a demographic questionnaire and test TAI anxiety questionnaire. The collected data was analyzed using SPSS 18 software and Mann-Whitney and Wilcoxon tests.
Findings The anxiety level in the experimental group was 43.4±1.3 before the intervention and 44.2±1.6 in control group (p>0.05). This mean reached 31.6±3.5 after intervention in the experimental group and 47.8±2.3 in the control group (p<0.001). Mean difference of the anxiety score in the experimental group before and after the intervention was significant(p<0.001); however, it wasn’t significant in the control group (p>0.05).
Conclusion application of positive self talk method can reduce the students’ test anxiety
Materials & Methods This quasi-experimental study conducted on nursing students of Islamic Azad University of Yazd in 2011-12. Thirty students, who were arrived in 2008 and had three days break between their two exams, were selected using purposive cluster sampling and divided into experimental and control groups. Data collection tools included a demographic questionnaire and test TAI anxiety questionnaire. The collected data was analyzed using SPSS 18 software and Mann-Whitney and Wilcoxon tests.
Findings The anxiety level in the experimental group was 43.4±1.3 before the intervention and 44.2±1.6 in control group (p>0.05). This mean reached 31.6±3.5 after intervention in the experimental group and 47.8±2.3 in the control group (p<0.001). Mean difference of the anxiety score in the experimental group before and after the intervention was significant(p<0.001); however, it wasn’t significant in the control group (p>0.05).
Conclusion application of positive self talk method can reduce the students’ test anxiety
CITATION LINKS
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[10] Hatzigeorgiadis A, Zourbans N, Mpoumpaki S, Theodorakis Y. Mechanisms underlying the self-talkperformance relationship: The effect of motivational selftalk on self-confidence and anxiety. Psychol Sport J. 2009;10:186-92.
[11] Hardy J, Hall R, Gibbs C, Greenslade C. Self-talk and gross motor skill performance.an experimental approach. Psychol Sport J. 2005;7(2):1-13.
[12] Haravi-Karemavi M, Jadid-Milani M. Survey of effect of relaxation practices education on college students test anxiety levels. Mazandaran Univ Med Sci J. 2004;14(43):86. [Persian]
[13] Khosravi M, Begdeli A. Personality traits associated with test anxiety in students. Behav Sci J. 2007;2(1):13-24. [Persian]
[14]Berami A, Abdi R. Examine the effect of mindfulnessbased skills training in reducing anxiety. Educ Sci J. 2008;2(6):35-54. [Persian]
[15] Sapp M. Test anxiety: Applied research assessment and treatment, intervention. USA: Wisconsin University Press of America; 2003.
[16] Barabasz AF, Barabasz M. Effects of rational-emotive therapy on psychophysiological and reported measures of test anxiety arousal. J Clin Psychol. 1981;37(3):511-4.
[17]Endler NS, Kocovski NL. State and trait anxiety revisited. J Anxiety Disord. 2001;15(3):231-45.
[18] Akbari M, Shaghaghi F, Behroozian M. The effect of problem solving skills training of test anxiety among college student: Developmental psychology. Iran Psychol J. 2011;8(29):67-74. [Persian]
[2] Julie MM, Richard DG. Selection test anxiety: Exploring tension and fear of failure across the sexes in simulated selection scenarios. Sel Assess J. 2005;13(4):282-95.
[3] Cheek JR. An interpretation for helping elementary student reduce test anxiety. Sch Couns J. 2002;6(2):162-4.
[4]Hubtery TJ. Test and performance anxiety. Educ Dig J. 2010;1:34-8.
[5] Supon V. Implementing strategies to assist test anxious student. Instr Psychol J. 2004;31(4):292-6.
[6] Collins L. Strategy for dealing whit test anxiety. Washington, DC: Government Printing Office; 1999.
[7] Suanne DR. Learning strategies: The Filp side teaching strategies. Showcasing Popular Issues Series. 2009;31(19):325-8.
[8] Erbe B. Reducing test anxiety while increasing learning. College Teach J. 2007;55(3):96-8.
[9] Britton B, Virean D. Effects of relaxation and positive self talk intervention on test anxiety of mathematics TASP test repeaters: Dissertation abstract international section A. Human Soc Sci. 1999;59(10):1.
[10] Hatzigeorgiadis A, Zourbans N, Mpoumpaki S, Theodorakis Y. Mechanisms underlying the self-talkperformance relationship: The effect of motivational selftalk on self-confidence and anxiety. Psychol Sport J. 2009;10:186-92.
[11] Hardy J, Hall R, Gibbs C, Greenslade C. Self-talk and gross motor skill performance.an experimental approach. Psychol Sport J. 2005;7(2):1-13.
[12] Haravi-Karemavi M, Jadid-Milani M. Survey of effect of relaxation practices education on college students test anxiety levels. Mazandaran Univ Med Sci J. 2004;14(43):86. [Persian]
[13] Khosravi M, Begdeli A. Personality traits associated with test anxiety in students. Behav Sci J. 2007;2(1):13-24. [Persian]
[14]Berami A, Abdi R. Examine the effect of mindfulnessbased skills training in reducing anxiety. Educ Sci J. 2008;2(6):35-54. [Persian]
[15] Sapp M. Test anxiety: Applied research assessment and treatment, intervention. USA: Wisconsin University Press of America; 2003.
[16] Barabasz AF, Barabasz M. Effects of rational-emotive therapy on psychophysiological and reported measures of test anxiety arousal. J Clin Psychol. 1981;37(3):511-4.
[17]Endler NS, Kocovski NL. State and trait anxiety revisited. J Anxiety Disord. 2001;15(3):231-45.
[18] Akbari M, Shaghaghi F, Behroozian M. The effect of problem solving skills training of test anxiety among college student: Developmental psychology. Iran Psychol J. 2011;8(29):67-74. [Persian]