Abstract
Background: Cognitive Drill Therapy (CDT) involves verbal exposure to the conditioned stimuli including feared consequences by changing the time perspective in conditions of excessive, unreasonable and irrational fears. Test anxiety is a common feature in students particularly those who appear in competitive examinations. Aim: In the present study, we explored the role of cognitive drill therapy in test anxiety of students. Method: A sample of 100 young students participating in coaching for engineering examinations was sampled through purposive sampling. The sample was further allocated to two groups: Group-I: Study Group (n=50) and Group-II: Control Group (n=50). Cognitive Drill Therapy was applied to Group-I and no intervention was given to Group-II. Both the groups were assessed on Test Anxiety Questionnaire at baseline and at termination of the cognitive drill therapy. A 2×2 repeat measure design was used. Results: The analysis of data revealed that there was no change in control group on pre-post status whereas the test anxiety score of study group dropped significantly. Conclusion: Cognitive Drill Therapy can be considered as a viable and efficacious intervention for dealing with test anxiety in students.
Highlights
Cognitive Drill Therapy (CDT) involves verbal exposure to the conditioned stimuli including feared consequences by changing the time perspective in conditions of excessive, unreasonable and irrational fears
Cognitive Drill Therapy was applied to the participants of the study group and no intervention was applied on the participants of control group
The results of the present study suggests efficacy of cognitive drill therapy in reducing test anxiety in the students
Summary
Cognitive Drill Therapy (CDT) involves verbal exposure to the conditioned stimuli including feared consequences by changing the time perspective in conditions of excessive, unreasonable and irrational fears. Aim: In the present study, we explored the role of cognitive drill therapy in test anxiety of students. Cognitive Drill Therapy was applied to Group-I and no intervention was given to Group-II. Both the groups were assessed on Test Anxiety Questionnaire at baseline and at termination of the cognitive drill therapy. Results: The analysis of data revealed that there was no change in control group on pre-post status whereas the test anxiety score of study group dropped significantly. Conclusion: Cognitive Drill Therapy can be considered as a viable and efficacious intervention for dealing with test anxiety in students
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