The effect of a training program in executive functions based on Anderson’s model
in reducing cognitive test anxiety
1
Department of Basic Sciences and Humanities, Faculty of Science and Arts, Jordan University of Science and Technology, Irbid, Jordan
2
Department of Counseling and Educational Psychology, Yarmouk University, Irbid, Jordan
3
Department of Educational Psychology, The Hashemite University, Zarqa, Jordan
Submission date: 2024-01-29
Final revision date: 2024-07-11
Acceptance date: 2024-07-11
Online publication date: 2024-10-07
Corresponding author
KEYWORDS
TOPICS
treatment processes and recoverythe individual-health care system interface, particularly communication, and psychologically- based interventionschild and adolescent health
ABSTRACT
Background:
The choice of specialization at the secondary level in Jordan depends on the average scores of the student in the previous stages, specifically the scores of the tenth-grade year. Therefore, students in this grade experience cognitive test anxiety (CTA) at elevated levels, and the presence of deficiencies or weaknesses in the skills of executive functions impacts subse-quent career-related milestones for students. The current investigation aimed to assess the influence of an Anderson model-based training program on executive function as a means of alleviating CTA.
Participants and procedure:
Employing a quasi-experimental pre-post design, the study examined the effectiveness of the training intervention. 36 tenth-grade students were stratified into two groups: 19 in the experimental group and 17 in the control group. Both groups un-derwent administration of the Cognitive Test Anxiety Scale before and after the test. The experimental group participated in a 14-session training program conducted three times weekly.
Results:
The results exhibited a statistically significant difference in post-test means between the experimental and control groups, signifying the successful reduction of CTA levels among students in the experimental group.
Conclusions:
The enduring significance of CTA in the ongoing assessment process, encompassing both historical and contemporary con-texts, highlights the necessity for proactive intervention. Recognizing the inherent diversity among students, our study aimed to create a customized training program to alleviate CTA. This endeavor is especially crucial for adolescents navi-gating a developmental stage where educational materials become more intricate. The effectiveness of the intervention is elevated by its strategic foundation in executive functions, which directly and influentially affects CTA. Aligning the training program with these crucial cognitive processes enhances its ability to effectively reduce the underlying factors contributing to CTA, thereby providing a promising approach for meaningful and sustainable outcomes in addressing the challenges faced by students in this regard.
The choice of specialization at the secondary level in Jordan depends on the average scores of the student in the previous stages, specifically the scores of the tenth-grade year. Therefore, students in this grade experience cognitive test anxiety (CTA) at elevated levels, and the presence of deficiencies or weaknesses in the skills of executive functions impacts subse-quent career-related milestones for students. The current investigation aimed to assess the influence of an Anderson model-based training program on executive function as a means of alleviating CTA.
Participants and procedure:
Employing a quasi-experimental pre-post design, the study examined the effectiveness of the training intervention. 36 tenth-grade students were stratified into two groups: 19 in the experimental group and 17 in the control group. Both groups un-derwent administration of the Cognitive Test Anxiety Scale before and after the test. The experimental group participated in a 14-session training program conducted three times weekly.
Results:
The results exhibited a statistically significant difference in post-test means between the experimental and control groups, signifying the successful reduction of CTA levels among students in the experimental group.
Conclusions:
The enduring significance of CTA in the ongoing assessment process, encompassing both historical and contemporary con-texts, highlights the necessity for proactive intervention. Recognizing the inherent diversity among students, our study aimed to create a customized training program to alleviate CTA. This endeavor is especially crucial for adolescents navi-gating a developmental stage where educational materials become more intricate. The effectiveness of the intervention is elevated by its strategic foundation in executive functions, which directly and influentially affects CTA. Aligning the training program with these crucial cognitive processes enhances its ability to effectively reduce the underlying factors contributing to CTA, thereby providing a promising approach for meaningful and sustainable outcomes in addressing the challenges faced by students in this regard.
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