The effects of cognitive restructuring and study skills training on test anxiety and academic achievement among university students

• Main Authors: Motevalli, Saeid, Sulaiman, Tajularipin, Ghani Hamzah, Mohd Sahandri, Abadi, Fariba Hossein, Abdul Rahman, Mohd Nazri, Sehu Mohamad, Zhooriyati
• Format: Article
• Published: Southeast Asian Association for Institutional Research 2022
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.um.edu.my/43756/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135702330&partnerID=40&md5=f1ca40a8e6bcf21d8f925e19f9e024f6

The study investigates the effectiveness of cognitive restructuring (CR) and study-skill training (SST) on test anxiety and academic achievement among university students. The study design was an experimental design using randomized pre, post, and follow- up tests with the control group. A total of 94 participants participated in this study. They were selected randomly and assessed quantitatively three times by State-Trait Anxiety Inventory (STAI) and one time by cumulative grade point average (CGPA). The ANOVA repeated measures analysis revealed significant differences between SST and CR’s effects on anxiety and academic achievement. The results indicated that students who received the SST intervention treatment showed a substantial decrease in state and trait anxiety in the post-test and consequently improved their academic achievements. While the CR intervention treatment group significantly reduced trait anxiety in post- test and follow-up, there was no effect on state anxiety and academic achievements compared to the control group. This study underlines our contention that CR and SST psycho-educational intervention significantly affects students’ test anxiety and academic achievement. Additionally, the findings suggest that SST influenced students’ state and trait anxiety levels while CR just influenced students’ trait anxiety. Although this study does not include qualitative research to provide a deeper understanding, the findings provide a valuable framework for psychologists, counselors, and lecturers to successfully implement psycho-educational interventions in higher education to enhance students’ academic achievement and decrease anxiety levels. © 2022, Southeast Asian Association for Institutional Research. All rights reserved.