Effectiveness of Neuro-Verbal Planning on Test Anxiety and Self-efficacy of Students

Document Type : Original Article

Authors

1 Department of Psychology, Payam Noor university of Tehran, South Branch

2 Ph.D. Candidate of Psychology, Islamic Azad University, Science and Research Branch

3 Department of Psychology, Payam Noor University

4 Department of Psychology, Islamic Azad University, Arak Branch

5 Ph.D. Candidate of Psychology, Islamic Azad University, Roodehen Branch

Abstract

The main purpose of this study was to investigate the effect of neuro-verbal programming on test anxiety and self-efficacy of secondary school students in Sanandaj. The present study had a semi-experimental pretest-posttest design with control group. The sample consisted of 30 students who were selected based on structured interviews and the implementation of the Sarahson Anxiety Inventory (1957) and then they were randomly assigned to control and experimental groups. The experimental group was trained in 8 sessions with neurological planning while the control group did not receive any experimental intervention. Anxiety Inventory Questionnaire of Sarason (1957) and Social Self-Efficacy Scale (Smith & Betz, 2000) were used as the pretest and posttest. The results of one-way covariance analysis showed that therapeutic interventions were effective in reducing the test anxiety in the experimental group (P<0.01), but did not affect the self-efficacy of the individuals (P<0.05). In general, the results indicated that counseling and psychotherapy specialists can apply the verbal neural program approach for the treatment of anxiety disorders.

Keywords

References

Ahmadi, R., Ahadi, H.,Mazaheri; M.,  Delawar, A.,  & Bukharian, M. (2011). The effect of teaching nervous programming on students' depression. New Findings in Psychology, 180, 22-34.
Bandura , A. (2006). Towards a psychology of human agency. Perspectpsycholsci, 1,164-80
Beauchemine, J. (2008). Mindfulness meditation may lessen anxiety, promote social skills and improve academic performance. Journal of Psychology, 11, 34-45.
Bolstad, R. (2001). Karma yoga: An NLP approach to using your lifes work as a spiritual path. Anchorepoint, 16 (12), 30-34.
Bonitz, V.S., Larson, L.M., & Armstrong, L.P. (2009). Interests, self-efficacy, and choice goals: An experimental manipulation. Journal of Vocational Behavior, 1-7.
Delawar, M. (2008). Neuro-linguistic programming - NLP class in cognitive perspective. Tehran: Arjomand.
Dilts, R. (2009). NLP and Fit Ness Training. Anchore Paint, 18, 20- 25 Available from: http:nlpanchorpoint.
com
Ehsamani Tabar, H. (2004). The effectiveness of strategic NLP training on mental health and motivation of high school students in Tehran. Master's Degree in Psychology, University of Tehran.
Garg, P. (2013). Impact of test anxiety on psychomotor functions and satisfaction with life of medical undergraduates during second professional curriculum. Education in Medicine Journal, 5(4), 6-11.
Gaudiano, B.A., & Herbert, J.D. (2007). Preliminary psychometric evaluation of new self-efficacy scale and its relationship to treatment outcome in social anxiety disorder. Cognitive Therapy and Research, 27(5), 537-555.
Hall, L.M. (2008). Back to the True NLP Sources. Anchore Point 17, 53- 55. Available from: http: nlpanchorpoint.com
Harris, C.(2005). Fast delivery with NLP in plain language at work and living (translated by Leili Mehrpour). Tehran: Pol.
Kim, H., & Gim Chung, R. H. (2003). Relationship of recalled parenting style toself-perception in Korean & American college students. Journal of Genetic psychology, 164 (4), 481-488.
Lufi, D., & Awwad, A. (2013). Using the minnesota multiphasic personality inventory-2 to develop a scale to identify test anxiety among students with learning disabilities. Learning Disabilility, 36(4), 242- 9.
Marsh, H. W., & Martin, A. J. (2011). Academic selfconcept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 1 (81), 59–77.
Muris, P. (2002). Relationships between self-efficacy and semptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337-348.
Patrick, J. (2007). Neuro linguistic programming and organizational development university of Sydney, Australia. Available from: http:www.nlpmax.com (Access17 Jun, 2007).
Rudy, B.M., Davise, T.E., & Mathews, R.A. (2012). The relationship among self-efficacy, negative self-referent cognitions and social anxiety in children: a multiple mediator model. Behavior Therapy, 43(3), 28-619.
Sarason, I. G., & Mandler, L. (1990). Stress, anxiety and cognitive interference: Reactions to tests. J Pers SocPsychology, 2 (4),46- 49.
Sarason, I.G. (1959). Test anxiety and the self-disclosing, coping model. J Consult Clin Psychol, 43(2), 148-153.
Sena, J.D.W., Lowe, P.A., & Lee, S.W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. J Learn Disabil, 40(4), 360-376.
Shahsavari, S. (2004). A comparative study of different dimensions of self-perception of deaf, blind and normal students in Isfahan's secondary school. MSc Thesis, Shiraz University.
Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students? Mediterr J Soc Sci, 2(2), 93-100.
Vafai Afshar, S. (2011). The effect of neuro-verbal planning on reducing anxiety and depression in amputee patients. Master's Thesis, Central South Payam-e- Noor University.
Iranian journal of Learning and Memory
Volume 1, Issue 3
Autumn 2018
Pages 39-45

Files

Share

How to cite

Statistics