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Volume 16, Issue 64 (3-2018)                   علوم روانشناختی 2018, 16(64): 508-525 | Back to browse issues page

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HosseinKhanzadeh A. The effect of time management training on stress reduction and test anxiety of students with dyslexia . علوم روانشناختی. 2018; 16 (64) :508-525
URL: http://psychologicalscience.ir/article-1-99-en.html
Gillan University
Abstract:   (1705 Views)
Test anxiety is a major problem in dyslexic students, which can lead to problems in mental health and their academic failure. Considering the high prevalence of test anxiety in dyslexic students and also the fact that most stress and anxiety tests are due to lack of coping skills and lack of time management, the purpose of this study was to determine the effectiveness of time management training on stress reduction and test anxiety of these students. The present study was a quasi-experimental study with pre-test and post-test design with the experimental and control group. The statistical population of this study include all male students aged 5 and 6 with dyslexia in public schools of Rasht in the academic year of 2015-2016. 30 of them were selected according to the conditions of entry into the research and convenient method and assigned in two experimental and control groups randomly. To collect data in this study, the test anxiety questionnaire (Abolghasemi, Asadi, Najjarian, Shokrzekan, 1996) and Perceived Stress Questionnaire (Cohen et al., 1983) were used. The time management training program was taught to the experimental group during 8 sessions, while the control group did not receive training in this area. Analysis of data using covariance analysis showed that there was a significant difference in the level of modification in stress and test anxiety in the post-test stage between two groups (p<0.0001); this means that time management training has been able to reduce the level of stress and test anxiety of dyslexic students. Based on the findings of this study, it can be concluded that when dyslexic students can manage their time correctly, they can actually have proper planning for themselves in the education process and thus, their academic self-efficacy increases and their stress and anxiety are reduced.
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Type of Study: Research | Subject: General
Received: 2019/07/4 | Accepted: 2019/07/4 | Published: 2019/07/4

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