Abstract
Presentation in Symposium
"Cognitive Bias Modification for interpretation and appraisal: New developments in experimental and clinical applications" - chaired by Marcella M. Woud.
Abstract: Test anxiety is a common psychological complaint in college students and is associated with worry and sleep problems, bad study habits and lower academic performance. Cognitive factors, with fear of negative evaluation as a core factor, play an important role in test anxiety. Test anxious students seldom seek psychological treatment, but they may very well benefit from accessible forms of online treatment that specifically target these cognitive factors, such as Cognitive Bias Modification of Interpretations (CBM-I).To test whether it is possible to train interpretive bias in test anxious participants, we performed two studies. In the first study, 48 high test-anxious college students who were enrolled in a presentation-skills course were randomly assigned to either a 3-session online CBM-I intervention with ambiguous presentation scenario's or a no-treatment control group. After the intervention, the CBM group demonstrated a less negative interpretation bias, less fear of negative evaluation and fear of public speaking and received higher grades on their final presentation. However, the lack of an active control group is an important limitation in this study. Therefore, a second CBM-I study including an active control group (neutral CBM-I) in test anxious students of the Open University will be performed, providing more clues about the effectiveness and feasibility of CBM-I as a low-threshold intervention in academic settings.
"Cognitive Bias Modification for interpretation and appraisal: New developments in experimental and clinical applications" - chaired by Marcella M. Woud.
Abstract: Test anxiety is a common psychological complaint in college students and is associated with worry and sleep problems, bad study habits and lower academic performance. Cognitive factors, with fear of negative evaluation as a core factor, play an important role in test anxiety. Test anxious students seldom seek psychological treatment, but they may very well benefit from accessible forms of online treatment that specifically target these cognitive factors, such as Cognitive Bias Modification of Interpretations (CBM-I).To test whether it is possible to train interpretive bias in test anxious participants, we performed two studies. In the first study, 48 high test-anxious college students who were enrolled in a presentation-skills course were randomly assigned to either a 3-session online CBM-I intervention with ambiguous presentation scenario's or a no-treatment control group. After the intervention, the CBM group demonstrated a less negative interpretation bias, less fear of negative evaluation and fear of public speaking and received higher grades on their final presentation. However, the lack of an active control group is an important limitation in this study. Therefore, a second CBM-I study including an active control group (neutral CBM-I) in test anxious students of the Open University will be performed, providing more clues about the effectiveness and feasibility of CBM-I as a low-threshold intervention in academic settings.
| Original language | English |
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| Publication status | Published - 2014 |
| Event | Cognitive Behavioural Therapy: bridging the gap between science and practice - The Hague, Netherlands Duration: 10 Sept 2014 → 13 Sept 2014 |
Conference
| Conference | Cognitive Behavioural Therapy |
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| Abbreviated title | EABCT 2014 |
| Country/Territory | Netherlands |
| City | The Hague |
| Period | 10/09/14 → 13/09/14 |