scholarly journals Intervensi Terintegrasi untuk Menurunkan Kecemasan terhadap Tes Pada Siswa Sekolah Dasar

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17
Author(s):  
Gita Widya Laksmini Soerjoatmodjo
Keyword(s):  
Test Anxiety ◽  
Study Skills ◽  
Single Subject ◽  
Access To Education ◽  
Systematic Desensitization ◽  
Test Taking ◽  
Integrated Intervention ◽  
Task Oriented ◽  
The Relationship

Sekitar 10 juta anak dan remaja tidak berprestasi optimal akibat kecemasan tinggi terhadap tes. Apabila tidak diatasi, hal ini bisa jadi ganjalan sepanjang bersekolah dan mempengaruhi akses pendidikan dan pekerjaan. Maka intervensi kecemasan terhadap tes menjadi penting dalam psikologi pendidikan. Tulisan ini meneliti efektivitas intervensi terintegrasi terhadap kecemasan terhadap tes. Intervensi 12 sesi ini terdiri dari systematic desensitization, keterampilan belajar dan keterampilan mengerjakan tes untuk satu orang subyek yaitu siswi kelas V SD; edukasi instruksi yang menenangkan untuk orang tua dan edukasi instruksi berorientasi pada tugas untuk guru. Penelitian ini menggunakan single-subject multifactor baseline (A-B) design. Hasil penelitian menunjukkan intervensi terintegrasi efektif menurunkan kecemasan terhadap tes. Penelitian ini menyarankan penelitian lanjutan tentang hubungan tingkat inteligensi, kemampuan metakognisi dengan kecemasan terhadap tes, serta perbandingan efektivitas intervensi terintegrasi untuk kelompok umur berbeda. Selain itu, perlu ada penelitian yang membandingkan efektivitas intervensi terintegrasi - yaitu intervensi untuk subyek dengan melibatkan orang tua dan guru – dengan intervensi yang khusus ditujukan pada subyek tanpa melibatkan orang tua atau guru. Penelitian ini juga menyarankan kajian lanjutan tentang intervensi kecemasan terhadap tes untuk orang tua serta guru. Around 10 million children and adolescents are hindered from their optimum achievements due to high test anxiety. When left untreated, it can serve as an obstacle throughout their school years and impact their access to education and work. Hence intervention to test anxiety is key in educational psychology. This writing examines the effectiveness of integrated intervention to test anxiety. This 12-session intervention comprises of systematic desensitization, study skills and test taking skills to one subject, one student in her 5th grade of elementary school, reassuring instruction education for her parents and task-oriented education for her teachers. This research uses single-subject multifactor baseline (A-B) design. The result shows that this integrative intervention is effective in decreasing test anxiety. It recommends further research to examine the relationship between intelligence and metacognition capacity to test anxiety as well as its effectiveness to different age group. Furthermore, a follow-up research to compare the effectiveness of integrated intervention involving parents and teachers and one that targets subject-only, as well as parents-only and teachers-only.  

State and Trait Anxiety as Mediators in the Relationship among Cognitive Restructuring and Study Skills Training with Academic Achievement

2019 ◽  
pp. 8-20
Keyword(s):  
Academic Achievement ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Study Skills ◽  
Cognitive Restructuring ◽  
Skills Training ◽  
State And Trait Anxiety ◽  
The Relationship ◽  
Significant Mediator

The aim of the study was to determine the role of state and trait anxiety as mediators in the relationship between cognitive restructuring and study skills training with academic achievement. Ninety-four high school students were randomly selected as a sample to receive either a CR or SST psycho-educational group therapy. The mediation analyses indicated that anxiety (state and trait anxiety post-test) could not be considered as significant mediators and this mediation was not a partial mediation. Furthermore, the results revealed that state anxiety follow-up could be considered as a significant mediator and this mediation was a partial mediation. However, trait anxiety follow-up could not be considered as a significant mediator and this mediation was not a partial mediation. However, the present study founded evidence of effects of state anxiety as a mediator on academic achievement. In conclusion, CR and SST were effective treatments for anxiety and academic achievement.

scholarly journals The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety

2021 ◽  
Vol 44 (3) ◽  
pp. 815-847
Author(s):  
Carolyn McLeod ◽  
Mike Boyes
Keyword(s):  
High School ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Study Skills ◽  
Social Stress ◽  
Qualitative Data ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Test Taking

Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental explanatory mixed methods study conducted at a rural Alberta high school examined pre- and post-intervention results between two groups of Grades 9–12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey–Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from .45 to .65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms. Keywords: test anxiety, adolescents, social-emotional learning, mindfulness, biofeedback

Relationship between Thyroglobulin and Tumor Detectabilily with Thallium-201 in Differentiated Thyroid Cancer

2000 ◽  
Vol 39 (01) ◽  
pp. 10-15 ◽  
Author(s):  
S. P. Müller ◽  
Ch. Reiners ◽  
A. Bockisch ◽  
Katja Brandt-Mainz
Keyword(s):  
Thyroid Cancer ◽  
Differentiated Thyroid Cancer ◽  
Roc Analysis ◽  
Tsh Suppression ◽  
Significant Difference ◽  
Test Specificity ◽  
The Relationship ◽  
Tumor Scintigraphy ◽  
Tsh Stimulation

Summary Aim: Tumor scintigraphy with 201-TICI is an established diagnostic method in the follow-up of differentiated thyroid cancer. We investigated the relationship between thyroglobulin (Tg) level and tumor detectability. Subject and methods: We analyzed the scans of 122 patients (66 patients with proven tumor). The patient population was divided into groups with Tg above (N = 33) and below (N = 33) 5 ng/ml under TSH suppression or above (N = 33) and below (N = 33) 50 ng/ml under TSH stimulation. Tumor detectability was compared by ROC-analysis (True-Positive-Fraction test, specificity 90%). Results: There was no significant difference (sensitivity 75% versus 64%; p = 0.55) for patients above and below 5 ng/ml under TSH suppression and a just significant difference (sensitivity 80% versus 58%; p = 0.04) for patients above and below 50 ng/ml under TSH stimulation. In 18 patients from our sample with tumor, Tg under TSH suppression was negative, but 201-TICI-scan was able to detect tumor in 12 patients. Conclusion: Our results demonstrate only a moderate dependence of tumor detectability on Tg level, probably without significant clinical relevance. Even in patients with slight Tg elevation 201-TICI scintigraphy is justified.

A Decade of Disparities in Diabetes Technology Use and HbA1c in Pediatric Type 1 Diabetes: A Trans-Atlantic Comparison

2020 ◽  
Author(s):  
Ananta Addala ◽  
Marie Auzanneau ◽  
Kellee Miller ◽  
Werner Maier ◽  
Nicole Foster ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Technology Use ◽  
Hemoglobin A1c ◽  
Diabetes Technology ◽  
Design And Methods ◽  
Relationship Of ◽  
The Relationship ◽  
Pediatric Type 1 Diabetes

<b>Objective:</b> As diabetes technology use in youth increases worldwide, inequalities in access may exacerbate disparities in hemoglobin A1c (HbA1c). We hypothesized an increasing gap in diabetes technology use by socioeconomic status (SES) would be associated with increased HbA1c disparities. <p> </p> <p><b>Research Design and Methods: </b>Participants aged <18 years with diabetes duration ≥1 year in the Type 1 Diabetes Exchange (T1DX, US, n=16,457) and Diabetes Prospective Follow-up (DPV, Germany, n=39,836) registries were categorized into lowest (Q1) to highest (Q5) SES quintiles. Multiple regression analyses compared the relationship of SES quintiles with diabetes technology use and HbA1c from 2010-2012 and 2016-2018. </p> <p> </p> <p><b>Results: </b>HbA1c was higher in participants with lower SES (in 2010-2012 & 2016-2018, respectively: 8.0% & 7.8% in Q1 and 7.6% & 7.5% in Q5 for DPV; and 9.0% & 9.3% in Q1 and 7.8% & 8.0% in Q5 for T1DX). For DPV, the association between SES and HbA1c did not change between the two time periods, whereas for T1DX, disparities in HbA1c by SES increased significantly (p<0.001). After adjusting for technology use, results for DPV did not change whereas the increase in T1DX was no longer significant.</p> <p> </p> <p><b>Conclusions: </b>Although causal conclusions cannot be drawn, diabetes technology use is lowest and HbA1c is highest in those of the lowest SES quintile in the T1DX and this difference for HbA1c broadened in the last decade. Associations of SES with technology use and HbA1c were weaker in the DPV registry. </p>

ELIXIR TO EXAMINATION STRESS AMONG STUDENT - STUDY SKILLS TRAINING AND SYSTEMATIC DESENSITIZATION

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Jyoti Baijal
Keyword(s):  
Study Skills ◽  
Knowledge Society ◽  
Skills Training ◽  
Well Being ◽  
Systematic Desensitization ◽  
Performance Study ◽  
High Stakes ◽  
Deficit Model ◽  
Examination Stress ◽  
And Performance

Examination stress is a ubiquitous phenomenon that has, in the present times, adversely affected the learning outcomes and performance of the students at all levels- primary, secondary or higher education. It’s increasing intensity specifically among students appearing for high stakes board examination evokes a response from the teaching fraternity at the earliest. The reason being that a prolonged experience of stress with respect to evaluative situations is bound to prove detrimental to the mental, physical and emotional well-being of the students. For the nation to develop and progress towards a knowledge society, it is imperative that the students are taught to cope with stressful stimuli and improve performance. Study-Skills Training is an intervention intended to improve their study and test- taking habits and skills. It is based on a cognitive-deficit model which is directed towards improving a variety of cognitive activities that affect the organization, processing and retrieval of information and thereby help in reducing the experience of examination stress. Systematic desensitization as a process can be used to unlearn anxiety reactions by replacing the anxiety response with a calm, relaxed state. Thus, a combination of study-skills training and systematic desensitization has been shown to be effective and superior in alleviating test anxiety

External Investigators' Follow-Up Intentions When Whistleblowers Report Healthcare Fraud: The Effects of Report Anonymity and Previous Confrontation

2020 ◽  
Vol 32 (2) ◽  
pp. 91-101
Author(s):  
Steven E. Kaplan ◽  
Danny Lanier ◽  
Kelly R. Pope ◽  
Janet A. Samuels
Keyword(s):  
Experimental Study ◽  
Early Detection ◽  
Data Availability ◽  
Medical Provider ◽  
Perceived Credibility ◽  
The Relationship ◽  
Critical Investigation

ABSTRACT Whistleblowing reports, if properly investigated, facilitate the early detection of fraud. Although critical, investigation-related decisions represent a relatively underexplored component of the whistleblowing process. Investigators are responsible for initially deciding whether to follow-up on reports alleging fraud. We report the results of an experimental study examining the follow-up intentions of highly experienced healthcare investigators. Participants, in the role of an insurance investigator, are asked to review a whistleblowing report alleging billing fraud occurring at a medical provider. Thus, participants are serving as external investigators. In a between-participant design, we manipulate the report type and whether the caller previously confronted the wrongdoer. We find that compared to an anonymous report, a non-anonymous report is perceived as more credible and follow-up intentions stronger. We also find that perceived credibility fully mediates the relationship between report type and follow-up intentions. Previous confrontation is not significantly associated with either perceived credibility or follow-up intentions. Data Availability: Data are available upon request.

Characteristics of Different Types of Childhood Violence and the Risk of Revictimization

2019 ◽  
Vol 25 (14) ◽  
pp. 1696-1716 ◽  
Author(s):  
Ida Frugaard Stroem ◽  
Helene Flood Aakvaag ◽  
Tore Wentzel-Larsen
Keyword(s):  
Childhood Abuse ◽  
Telephone Survey ◽  
Regression Analyses ◽  
Multiple Forms ◽  
Different Types ◽  
Children And Young Adults ◽  
Childhood Violence ◽  
Forms Of Violence ◽  
The Relationship

This study investigates the relationship between the characteristics of different types of childhood violence and adult victimization using two waves of data from a community telephone survey (T1) and a follow-up survey, including 505 cases and 506 controls, aged 17-35 years (T2). The logistic regression analyses showed that exposure to childhood abuse, regardless of type, was associated with adult victimization. Exposure to multiple types of abuse, victimization both in childhood and in young adulthood, and recency of abuse increased these odds. Our findings emphasize the importance of assessing multiple forms of violence when studying revictimization. Practitioners working with children and young adults should be attentive to the number of victimization types experienced and recent victimization to prevent further abuse.

Clinical Evaluation of the Variables associated with Treatment Acceptability and Their Relation to Compliance

1992 ◽  
Vol 18 (1) ◽  
pp. 67-76 ◽  
Author(s):  
Thomas M. Reimers ◽  
David P. Wacker ◽  
Linda J. Cooper ◽  
Agnes O. Deraad
Keyword(s):  
Behavior Problem ◽  
Behavior Management ◽  
Positive Reinforcement ◽  
Treatment Acceptability ◽  
Clinic Visit ◽  
Future Research ◽  
Parental Ratings ◽  
Problem Severity ◽  
The Relationship

The authors examined the acceptability ratings of positive reinforcement procedures recommended to parents seen in a pediatric behavior management outpatient clinic. Parental ratings of acceptability were obtained in the clinic and 1, 3, and 6 months following their initial clinic visit. Acceptability variables were examined by group (parents who rated the acceptability of treatments as high vs. low) and by severity (parents who rated their children's behavior problem as severe vs. mild). The relationship between these variables and reported compliance was also examined. Results show that the acceptability variables were useful in differentiating between parents who rated treatments to be more acceptable and parents who rated treatments to be less acceptable. Differences were also observed as a function of behavior problem severity. Significant correlations occurred between acceptability variables and compliance at each of the follow-up points. Results are discussed in relation to the clinical significance of these findings and the impetus they might serve for future research.

Sign in / Sign up

Export Citation Format

Share Document