Journal of behavior therapy and experimental psychiatry · 2023
Learning to be inventive in the face of statistics: A positive reappraisal intervention for statistics anxiety.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Perchtold-Stefan Corinna M, Schertler Magdalena, Paechter Manuela, Fink Andreas, Weiss Elisabeth M, Papousek Ilona
Аннотация
BACKGROUND AND OBJECTIVES: The burden of statistics anxiety on students calls for effective interventions. This study investigated whether a cognitive reappraisal training designed to stimulate the generation of positive re-interpretations may yield behavioral changes in anxiety measures and changes in cerebral activation patterns reflecting the activation of approach/avoidance motivational tendencies (frontal EEG alpha asymmetry response).
METHODS: Three groups of female psychology students (n = 45) with statistics anxiety were tested. Two groups received a guided, two-week reappraisal training with either statistics-anxiety or general anxiety situations; the control group received no intervention.
RESULTS: Both training groups significantly increased their amount of positive re-interpretations from pre-to post-test compared to the control group. Increased habitual use of reappraisal in statistics situations and significant EEG changes reflecting more approach-oriented coping with anxiety occurred in the statistics-anxiety training group only. No changes in statistics anxiety and statistics attitudes were observed, suggesting that the training effects, though corroborated through neurophysiological changes, did not sufficiently translate to improving students' deep-rooted anxiety.
LIMITATIONS: Effects, though robust and following the same pattern, were observed in a small sample.
CONCLUSIONS: Our findings delineate a promising expandable approach for helping students' cope with statistics anxiety in a healthier way.
METHODS: Three groups of female psychology students (n = 45) with statistics anxiety were tested. Two groups received a guided, two-week reappraisal training with either statistics-anxiety or general anxiety situations; the control group received no intervention.
RESULTS: Both training groups significantly increased their amount of positive re-interpretations from pre-to post-test compared to the control group. Increased habitual use of reappraisal in statistics situations and significant EEG changes reflecting more approach-oriented coping with anxiety occurred in the statistics-anxiety training group only. No changes in statistics anxiety and statistics attitudes were observed, suggesting that the training effects, though corroborated through neurophysiological changes, did not sufficiently translate to improving students' deep-rooted anxiety.
LIMITATIONS: Effects, though robust and following the same pattern, were observed in a small sample.
CONCLUSIONS: Our findings delineate a promising expandable approach for helping students' cope with statistics anxiety in a healthier way.