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- Publisher
- American Psychological Association
- Copyright
- Copyright © 2009 The authors & Nordic Psychology
- ISSN
- 1901-2276
- eISSN
- 1904-0016
- DOI
- 10.1027/1901-2276.61.1.26
- Publisher site
- See Article on Publisher Site
Abstract
Aim: The study’s aim was to develop grounded hypotheses about how students adapt and modify a cognitive-behavioural test-anxiety intervention. Sample: Thirty-six test-anxious university students. Method: Students received a cognitive-behavioural intervention and were interviewed about their first subsequent exam. Transcripts were coded using a variation of the grounded theory method. Results: In addition to strategies taught in the intervention (self-hypnosis and positive self-statements), students developed individual strategies, which differed from intervention strategies by being perceived as consistently within their control and being useful when other strategies did not work. Examples were “just working”, accepting limitations and attending to subtasks rather than outcome, thus making exams a manageable task. Conclusion: Participants modified the intervention in ways that might increase its effectiveness.
Journal
Nordic Psychology – American Psychological Association
Published: Apr 1, 2009