团体豁达放松治疗对中学生考试焦虑干预研究

目的 研究团体豁达放松治疗对中学生考试焦虑的干预效果。方法 100例被试根据入组标准分为干预组和对照组，干预组进行3个月团体豁达放松治疗，治疗前后使用考试焦虑量表、应付方式问卷和进取豁达量表进行测评，统计学方法采用t检验，相关分析和多元线性回归分析。结果 干预组治疗后考试焦虑分值（17.13±5.44）较治疗前（27.61±4.12）显著下降（t = 6.446，P＜0.001）；两组治疗后考试焦虑分值出现差异（t = 3.931，P＜0.05）；干预组解决问题和合理化因子分值（0.97±0.06；0.74±0.25）较治疗前（0.86±0.09；0.58±0.16）显著提高（t = - 6.258，P＜0.001；t = - 4.722，P＜0.001）；自责和退避因子分值（0.58±0.77；0.59±0.11）较治疗前（0.67±0.15；0.65±0.26）显著降低（t = 4.973，P＜0.001；t = 4.354，P＜0.001）；两组治疗后合理化、自责和退避因子分值出现差异（t = 3.994，3.923，3.934，P＜0.05）；干预组积极进取和豁达宽容因子分值（34.96±4.45、33.25±3.30）较治疗前（31.89±6.41、27.27±3.24）显著提高（t = - 9.217，- 6.421，P＜0.001）；两组治疗后积极进取和豁达宽容分值出现差异（t = 3.870，4.142，P＜0.05）；积极进取和豁达宽容因子与TAS呈显著负相关（r 值= - 0.258，- 0.242，P＜0.001）。进取豁达心理特征对考试焦虑均具有显著的预测作用(F = 59.531，P＜0.001)。结论 团体豁达放松治疗可以改善中学生考试焦虑。

Effect evaluation on test anxiety in middle school students by group magnanimous-relaxed therapy

Objective To study the intervention effect of group magnanimous-relaxed therapy on test anxiety of secondary school students. Methods In total 100 students were divided into intervention and control groups according to the enrollment criteria, and the intervention group was treated with group magnanimous-relaxed therapy for 3 months. Results Test anxiety scores decreased significantly (t=6.446, P<0.001) in the intervention group after treatment (17.13±5.44) compared with those before treatment (27.61±4.12). Test anxiety scores differed between the two groups after treatment (t=3.931, P<0.05). Problem solving and rationalization factor scores in the intervention group (0.97±0.06; 0.74±0.25) were significantly higher (t=-6.258, P<0.001; t=-4.722, P<0.001) than before treatment (0.86±0.09; 0.58±0.16). Self-blame and withdrawal factor scores (0.58±0.77; 0.59±0.11) were significantly lower (t=4.973, P<0.001) than before treatment (0.67±0.15; 0.65±0.26) (t=4.973, P<0.001; t=4.354, P<0.001). Differences in rationalization, self-blame and withdrawal factor scores were observed between the two groups after treatment (t=3.994, 3.923, and 3.934, P<0.05). Positive aggressiveness and open-minded tolerance factor scores in the intervention group (34.96±4.45; 33.25±3.30) were significantly lower than before treatment (31.89±6.41; 27.27±3.24) were significantly higher in the intervention group (t=-9.217 and -6.421, P<0.001). The positive aggressiveness and open-minded tolerance scores differed between the two groups after treatment (t=3.870 and 4.142, P<0.05). The positive aggressiveness and open-minded tolerance factors were significantly negatively correlated with TAS (r values = -0.258 and -0.242, P<0.001). Both aggressive and open-minded psychological traits were significant predictors of test anxiety (F=59.531, P<0.001). Conclusion Group magnanimous-relaxed therapy can alleviate test anxiety in secondary school students.