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Eficacia De Un Programa Cognitivo - Integrativo Para Disminuir La Ansiedad Frente a Los Exámenes En Estudiantes Universitarios
| Content Provider | Semantic Scholar |
|---|---|
| Author | Furlán, Luis |
| Copyright Year | 2011 |
| Abstract | La ansiedad frente a los examenes (AE) presenta una elevada prevalencia, asociada a disminuciones del rendimiento y la motivacion para el aprendizaje, demora para finalizar la carrera e indicadores diversos de malestar subjetivo, en los estudiantes universitarios. Es necesario desarrollar y estudiar la efectividad de intervenciones que contribuyan a disminuirla y mejoren el afrontamiento y desempeno en las evaluaciones academicas. Con este fin, se implemento un programa grupal de incremento de las competencias para: 1) monitorear su estudio en relacion a metas de desempeno, adecuar estrategias de aprendizaje, administrar tiempos e identificar fuentes internas y externas de apoyo y amenaza; 2) aprender respiracion diafragmatica, deteccion de pensamientos automaticos negativos, auto instrucciones y modelado; 3) anticipar y practicar examenes en sus diferentes modalidades. De 37 participantes el 50% completo el programa. Las diferencias pre - post tratamiento (90 dias) en AE, procrastinacion y autoeficacia regulatoria indican efectos heterogeneos y moderados. La mayoria de los alumnos que evitaban examenes, rindieron al menos una materia, con exito dispar. Se requieren mejoras en la seleccion de los participantes y la dinamica de la intervencion para disminuir la tasa de abandonos y controles adicionales para incrementar la validez de los hallazgos. Palabras clave Ansiedad Examenes Eficacia Tratamiento ABSTRACT EFFICACY OF A COGNITIVE - INTEGRATIVE PROGRAM TO REDUCE TEST ANXIETY IN UNIVERSITY STUDENTS Among university students, test anxiety (TA) shows high prevalence, associated with decreases in performance and motivation for learning, delay to finish careers and various indicators of subjective distress. Further develop and study the effectiveness of interventions to help reduce it, and improve coping and performance on academic evaluations. To this end, a group program was implemented to increase the competence to: 1) monitor the study in relation to performance targets, align learning strategies, manage time and identify internal and external sources of support and threat, 2) learn breathing diaphragmatic, detection of negative automatic thoughts, self-instruction and modeling, 3) anticipate and practice examinations in its various forms. Of 37 participants, 50% completed the program. The differences pre - post treatment (90 days) in TA, procrastination and regulatory selfefficacy, indicate heterogeneous and moderate effects. Most students who avoided testing, yielded at least one subject, with mixed success. Improvements are needed in the selection of participants and the dynamics of intervention to reduce the dropout rate and additional controls to increase the validity of the findings. Key words Test anxiety Effectiveness Therapy |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.aacademica.org/000-052/476.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
