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Pegah N, Hajializadeh K, Samavi A, Amirfakhraee A. (2025). Comparing the Effectiveness of Self-regulation Training and Academic Help-seeking Training on Exam Anxiety. IJER. 4(3),
URL: http://ijer.hormozgan.ac.ir/article-1-384-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-384-en.html
1- PhD student, Department of Educational Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,hajializadehk@iau.ac.ir
3- Professor, Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,
3- Professor, Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Abstract: (203 Views)
Objective: The present study aimed to compare the effectiveness of self-regulation training and academic help-seeking training in reducing test anxiety.
Methods: This applied study employed a quasi-experimental design with a pre-test–post-test format and a control group. The statistical population consisted of all male lower secondary school students enrolled in the academic year 2023–2024 in schools in Bandar Abbas. The research sample was selected using convenience sampling, and participants were randomly assigned to two experimental groups and one control group (15 students per group). The standard test anxiety scale developed by Abolghasemi et al. (1996) was used to measure the dependent variable. According to the relevant protocols, the experimental groups received the respective training programs over one month (12 sessions), while the control group received no intervention. Data were analyzed using SPSS version 27.
Results: The results of the univariate analysis of covariance and Bonferroni post-hoc test showed that both self-regulation training and academic help-seeking training significantly (p < 0.05) reduced test anxiety. However, there was a significant difference (p < 0.05) between the effectiveness of the two training approaches, with self-regulation training producing a greater reduction in test anxiety scores.
Conclusions: Both self-regulation and academic help-seeking training can effectively reduce test anxiety among students. Nevertheless, self-regulation training appears to be more effective in lowering test anxiety levels.
Methods: This applied study employed a quasi-experimental design with a pre-test–post-test format and a control group. The statistical population consisted of all male lower secondary school students enrolled in the academic year 2023–2024 in schools in Bandar Abbas. The research sample was selected using convenience sampling, and participants were randomly assigned to two experimental groups and one control group (15 students per group). The standard test anxiety scale developed by Abolghasemi et al. (1996) was used to measure the dependent variable. According to the relevant protocols, the experimental groups received the respective training programs over one month (12 sessions), while the control group received no intervention. Data were analyzed using SPSS version 27.
Results: The results of the univariate analysis of covariance and Bonferroni post-hoc test showed that both self-regulation training and academic help-seeking training significantly (p < 0.05) reduced test anxiety. However, there was a significant difference (p < 0.05) between the effectiveness of the two training approaches, with self-regulation training producing a greater reduction in test anxiety scores.
Conclusions: Both self-regulation and academic help-seeking training can effectively reduce test anxiety among students. Nevertheless, self-regulation training appears to be more effective in lowering test anxiety levels.
Keywords: Self-regulation training, Academic help-seeking training, Test anxiety, Male junior high school students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/02/9 | Accepted: 2025/05/28 | Published: 2025/09/1
Received: 2025/02/9 | Accepted: 2025/05/28 | Published: 2025/09/1
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