Comparison of Induced Affect and Covert Rehearsal in the Acquisition of Stress Management Coping Skills.

Autor/inn/en	Smith, Ronald E.; Nye, S. Lee
Titel	Comparison of Induced Affect and Covert Rehearsal in the Acquisition of Stress Management Coping Skills.
Quelle	In: Journal of Counseling Psychology, 36 (1989) 1, S.17-23Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Behavior Modification; Cognitive Processes; Cognitive Restructuring; Coping; Generalization; Higher Education; Learning Theories; Metacognition; Self Efficacy; Stress Management; Test Anxiety; Undergraduate Students; Sarason Test Anxiety Scale; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Cognitive process; Kognitiver Prozess; Bewältigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Stressmanagement; Stressbewältigung; Examination phobia; Testangst; Prüfungsangst
Abstract	Assessed effects on undergraduate students (N=54) of direct (induced affect) and generalized (covert rehearsal) cognitive-behavior coping skills programs for test anxiety. Found both training procedures significantly reduced test anxiety but that induced affect yielded largest anxiety decrease and greatest test performance improvement while covert rehearsal exhibited strongest generalization of treatment effects to general trait anxiety. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC