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Volume 24, Issue 151 (9-2025)
Journal of Psychological Science 2025, 24(151): 359-375 |
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Salamat gayeh belaghy N, Panahali A, Vahedi S, Hosseininasab D. (2025). Comparison of the Efficacy of Executive Functions Training and Motivation Management on Test Anxiety of High school Students. Journal of Psychological Science. 24(151), 359-375. doi:10.61186/jps.24.151.20
URL: http://psychologicalscience.ir/article-1-3058-en.html
URL: http://psychologicalscience.ir/article-1-3058-en.html
Department of Psychology and Counseling, Tabriz Branch, Islamic Azad University, Tabriz, Iran. , panahali@iaut.ac.ir
Abstract: (93 Views)
Background: Test anxiety is one of the most important psychological factors that hinders students' academic success. A review of previous research shows that test anxiety is influenced by executive functions and motivation. However, no research has yet compared the efficacy of executive functions training and motivation management on students' test anxiety, and there is a research gap in this field.
Aims: The purpose of this study was to compare the efficacy of executive functions training and motivation management on test anxiety in high school students.
Methods: The method of this study was a semi-experimental pretest-posttest design with two experimental groups and one control group. The statistical population of the study included all second-year male high school students in Maragheh city (4790 people) in 2022. Using multi-stage cluster random sampling and purposive sampling , 60 of them were selected and randomly assigned to two experimental groups and one control group (20 people in each group). The data collection tools in this study were the Test Anxiety Inventory (Abolghasemi, 1996). For the first experimental group, the executive functions training (Meltzer, 2010) was implemented in 8 session, 90-minute, and for the second experimental group, the motivation management training (Tileston, 2003) was implemented in 8 session, 90-minute. Also, data analysis of this study was performed using multivariate analysis of covariance and SPSS-22 software.
Results: The results of this study showed that both types of executive functions training and motivation management were effective in reducing students' test anxiety. (P<0.001). The results also indicated that there was no significant difference in the efficacy of these two types of training programs.
Conclusion: Considering the findings of this study regarding the efficacy of both types of executive functions training and motivation management, it is suggested that both of these educational methods be used to develop an educational-therapeutic intervention program to reduce students' test anxiety.
Aims: The purpose of this study was to compare the efficacy of executive functions training and motivation management on test anxiety in high school students.
Methods: The method of this study was a semi-experimental pretest-posttest design with two experimental groups and one control group. The statistical population of the study included all second-year male high school students in Maragheh city (4790 people) in 2022. Using multi-stage cluster random sampling and purposive sampling , 60 of them were selected and randomly assigned to two experimental groups and one control group (20 people in each group). The data collection tools in this study were the Test Anxiety Inventory (Abolghasemi, 1996). For the first experimental group, the executive functions training (Meltzer, 2010) was implemented in 8 session, 90-minute, and for the second experimental group, the motivation management training (Tileston, 2003) was implemented in 8 session, 90-minute. Also, data analysis of this study was performed using multivariate analysis of covariance and SPSS-22 software.
Results: The results of this study showed that both types of executive functions training and motivation management were effective in reducing students' test anxiety. (P<0.001). The results also indicated that there was no significant difference in the efficacy of these two types of training programs.
Conclusion: Considering the findings of this study regarding the efficacy of both types of executive functions training and motivation management, it is suggested that both of these educational methods be used to develop an educational-therapeutic intervention program to reduce students' test anxiety.
Type of Study: Research |
Subject:
Special
Received: 2025/08/6 | Accepted: 2025/09/6 | Published: 2025/09/23
Received: 2025/08/6 | Accepted: 2025/09/6 | Published: 2025/09/23
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