The Effectiveness of Cognitive Behavior Therapy Cognitive Restructuring Techniques to Minimize Students' Academic Anxiety in Science Subjects

Authors

Nuraeni Nuraeni , Gede Ratnaya

DOI:

10.29303/jppipa.v9i2.2894

Published:

2023-02-28

Issue:

Vol. 9 No. 2 (2023): February

Keywords:

Academic anxiety, Cognitive restructuring, Counseling cognitive behavior therapy

Research Articles

Downloads

How to Cite

Nuraeni, N., & Ratnaya, G. . (2023). The Effectiveness of Cognitive Behavior Therapy Cognitive Restructuring Techniques to Minimize Students’ Academic Anxiety in Science Subjects. Jurnal Penelitian Pendidikan IPA, 9(2), 938–942. https://doi.org/10.29303/jppipa.v9i2.2894

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The purpose of this study was to determine the effectiveness of counseling cognitive behavior therapy cognitive restructuring techniques in minimizing students' academic anxiety in science subjects. This study used a quasi-experimental research design with nonequivalent control group design. The population in this study were students of class XI at SMAN 3 Mataram who indicated they had a high level of academic anxiety based on the results of pre-test measurements using the adoption instrument from the Achievement Emotions Questionnaire (AEQ). The data analysis technique uses the one away Anova statistical test. The results of this study indicate that group counseling cognitive behavior therapy cognitive restructuring techniques are effective in minimizing students' academic anxiety in science subjects

References

Adi, B. W., Prasetya, A. F., & Gunawan, I. M. S. (2022). Efektivitas konseling kelompok cognitive behavior therapy teknik cognitive restructuring untuk meningkatkan motivasi belajar siswa. Jurnal Realita Bimbingan Dan Konseling, 7(2), 1774–1781. https://doi.org/10.33394/realita.v7i2.6226

Barlow, D. H. (2000). Unravelling the mysteries of anxiety and its disorders from the perspective of emotion theory. American Psychologist, 55(11), 1247–1263. https://doi.org/10.1037/0003-066X.55.11.1247

Cassady, J. C. (Ed.). (2010). Anxiety in the schools: The causes, consequences, and solutions for academic anxieties. Peter Lang.

Daley, K. (2005). Speaking Mastering: Menguasai Strategi Presentasi yang Efektif. Alih Bahasa: Silvester Lintu. PT Buana Ilmu Popular.

Das, S. K., Halder, U. K., & Mishra, B. (2014). A study on academic anxiety and academic achievement on secondary level school students. Indian Streams Research Journal, 4(6), 1–5. https://tinyurl.com/3p4d9fwb

Davidson, G. C., Neale, J. M., & Kring, A. M. (2004). Psikologi Abnormal. Edisi Ke, 9.

Erford, B. T. (2015). 40 Techniques Every Counselor Should Know. Pearson Education, Inc.

Fernández, E. N., & Mairal, J. B. (2017). Behavioral activation versus cognitive restructuring to reduce automatic negative thoughts in anxiety generating situations. Psicothema, 29(2), 172–177. https://www.redalyc.org/pdf/727/72750577004.pdf

Freeston, M. H., Léger, E., & Ladouceur, R. (2001). Freeston Cognitive therapy of obsessive thoughts.pdf. Cognitive and Behavioral Practice, 8(1), 61–78. https://doi.org/10.1016/S1077-7229(01)80045-6

Hanifa, R., Meilanny, D. A. N., & Santoso, B. (2015). Cognitive restructuring dan deep breathing untuk pengendalian kecemasan pada penderita fobia sosial. Social Work Jurnal, 6(2), 154–272. https://doi.org/10.24198/share.v6i2.13211

Hans, E., & Hiller, W. (2013). A meta-analysis of nonrandomized effectiveness studies on outpatient cognitive behavioral therapy for adult anxiety disorders. Clinical Psychology Review, 33(8), 954–964. https://doi.org/10.1016/j.cpr.2013.07.003

Hashempour, H., & Mehrad, A. (2014). The effect of anxiety and emotional intelligence on students’ learning process. Journal of Education & Social Policy, 1(2), 115–122. https://tinyurl.com/2u7uuv5e

Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: Areview of meta-analyses. Cognitive Therapy and Research, 36, 427–440. https://link.springer.com/article/10.1007/s10608-012-9476-1

Hooda, M., & Saini, A. (2017). Academic anxiety: An overview. Educational Quest: An Int. J. of Education and Applied Social Science, 8(3), 807–810. https://tinyurl.com/2p977wxk

J, C., A, A. L., M, W. S., B, P. M., J, S. J. A., & G, H. S. (2018). Cognitive behavioral therapy for anxiety and related disorders: A meta-analysis of randomized placebo-controlled trials. Depress Anxiety, 35(6), 1–13. https://doi.org/10.1002/da.22728

Johnco, C., Wuthrich, V. M., & Rapee, R. M. (2014). The influence of cognitive flexibility on treatment outcome and cognitive restructuring skill acquisition during cognitive behavioural treatment for anxiety and depression in older adults: Results of a pilot study. Behaviour Research and Therapy, 5, 55–64. https://doi.org/10.1016/j.brat.2014.04.005

Lenka, S. K., & Kant, R. (2012). A study of academic anxiety of special need’s children in special reference to hearing impaired and learning disabled. International Journal of Multidisciplinary Research, 2(2), 64–72. https://doi.org/https://tinyurl.com/bdfmesk2

Lenz, A. S., Soler, I. G., Dell’Aquila, J., & Uribe, P. M. (2017). Translation and cros-cultural adaptation of assessments for use in counseling reseach. Journal of Measurement and Evaluation in Counseling and Development, 50, 224–331. https://doi.org/10.1080/07481756.2017.1320947

Mahato, B., & Jangir, S. (2012). A Study on academic anxiety among adolescents of minicoy island. International Journal of Science and Research (IJSR, 1(3), 12–14. https://doi.org/https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c49887f034eaa282b81ecc6670de7250e5f3c593

Murphy. (2007). Enhanching treatment for school-age children who sutter I reducing negative reaction thorough desensitization cognitive restructuring. Journal of Fluency Disorder, 3(2), 121–138. https://doi.org/10.1016/j.jfludis.2007.02.002

Oei, T. P., & McAlinden, N. M. (2014). Changes in quality of life following group CBT for anxiety and depression in a psychiatric outpatient clinic. Psychiatry Research, 220(3), 1012–1018. https://doi.org/10.1016/j.psychres.2014.08.036

Olubusayo, A. (2014). Effect of cognitive restructuring on the reduction of mathematics anxiety among senior secondary school students in ogun state, Nigeria. International Journal of Education and Research, 2(2), 1–20. https://www.ijern.com/journal/February-2014/30.pdf

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev, 18(1), 315–341. https://link.springer.com/article/10.1007/s10648-006-9029-9

Shakir, M. (2014). Academic anxiety as a correlate of academic achievement. Journal of Education and Practice, 5(10), 29–36.

Steel, P. (2010). The procrastination equation: How to stop putting things off and start getting stuff done.

Steigerwald, & Stone, D. (1999). Cognitive restructuring and the 12-step program of alcoholics anonymous. Journal of Substance Abuse Treatment, 16(4), 321–327. https://doi.org/10.1016/S0740-5472(98)00052-X

Tohill, J. M., & Holyoak, K. J. (2000). The impact of anxiety on analogical reasoning. Thinking and Reasoning, 6(1), 27–40. https://doi.org/10.1080/135467800393911

Tolin, D. F. (2010). Is cognitive-behavioral therapy more effective than other therapies? A meta-analytic review. Clinical Psychology Review, 30(6), 710–720. https://doi.org/10.1016/j.cpr.2010.05.003

Author Biographies

Nuraeni Nuraeni, Universitas Pendidikan Mandalika

Gede Ratnaya, Universitas Pendidikan Ganesha

License

Copyright (c) 2023 Nuraeni Nuraeni, Gede Ratnaya

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).