Relieving Test Anxiety in College Students Through Different Psychological Intervention Programs

Abstract

The alleviation of test anxiety is beneficial for improving students' academic performance. This article provides a brief introduction to test anxiety and corresponding psychological interventions, followed by a study on the psychological intervention of test anxiety conducted on 200 college students from Yanching Institute of Technology. During the research process, college students were divided into four groups, each consisting of 50 students. After examination, there were no significant differences in gender and grade proportions among the groups. Psychological interventions were conducted through group counseling sessions. Group 1 received cognitive therapy, Group 2 participated in reading therapy, Group 3 combined cognitive therapy with reading therapy, and Group 4 did not include test anxiety in their counseling sessions. The test anxiety degrees of four groups were measured before and after psychological interventions. After conducting psychological interventions, subjective evaluations were obtained from students regarding their perception of counseling classes. The final results indicated that there was no significant difference in the level of test anxiety among the four groups of students before undergoing psychological intervention (P > 0.05). However, after the intervention, a significant reduction in test anxiety was observed for students in Groups 1, 2, and 3 (P < 0.05), while Group 4 showed no significant change (P > 0.05). Among those who experienced a significant change after the intervention, Group 3 using cognitive therapy combined with reading therapy exhibited the greatest decrease in test anxiety levels. Furthermore, following the psychological intervention, Group 3 provided the highest subjective evaluation of counseling classes.