Comparison of the Effectiveness of Cognitive Behavioral Therapy and Schema Therapy in Reducing Test Anxiety and Improving Academic Performance
Keywords:
Test anxiety, Academic performance, Cognitive behavioral therapy, Schema therapy, High school studentsAbstract
Objective: The present study aimed to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Schema Therapy in reducing test anxiety and improving academic performance in high school students.
Methods and Materials: This was a quasi-experimental study with a pretest-posttest control group design and a five-month follow-up. Forty-five high school students (15 in each group) from Tehran were selected via convenience sampling and randomly assigned to CBT, Schema Therapy, and control groups. Data were collected using the Spielberger Test Anxiety Inventory and end-of-term GPA as the academic performance indicator. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.
Findings: Results showed that both CBT and Schema Therapy significantly reduced test anxiety (p < .001) and improved academic performance (p < .001) compared to the control group. Additionally, Schema Therapy was more effective than CBT in reducing test anxiety (p = .045), while no significant difference was found between the two interventions regarding academic performance. The therapeutic effects remained stable at the five-month follow-up.
Conclusion: Both CBT and Schema Therapy are effective in reducing test anxiety and enhancing academic performance. Schema Therapy appears to be superior in addressing deeper emotional roots of anxiety, while CBT is particularly helpful in enhancing academic outcomes. These findings have practical implications for school-based intervention programs aimed at promoting students’ psychological well-being and academic success.
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