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Bannon Dissertation Final 2.pdf (1.04 MB)

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The Efficacy of Acceptance Based Behavior Therapy Versus Cognitive Therapy for Test Anxiety and Working Memory Performance

Bannon, Erin E.
http://orcid.org/0000-0001-5262-2993
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510866677089178

Abstract Details

, Doctor of Philosophy (Ph.D.), Bowling Green State University, Psychology/Clinical.
Test anxiety is a major concern among today’s college students. Test anxious students demonstrate consistently diminished performance compared to their less anxious peers. Although the adverse impact of test anxiety on academic performance is well documented, there is active debate about the way that anxiety affects performance. Cognitive interference theory (CIT) may help explain this relationship. CIT suggests that test anxiety leads to increased levels of off-task thoughts, which are processed by the working memory, which leaves fewer resources to manage the task at hand. Traditional test anxiety interventions such as cognitive therapy focus on reducing anxiety by increasing positive or neutral self-talk which may place additional demands on cognitive resources. This may explain the modest improvements in cognitive performance and at times adverse effects associated with these traditional test anxiety interventions. Alternatively, acceptance based interventions, which promote nonjudgmental acceptance of anxious thoughts and feelings, may allow students to conserve cognitive resources that can be used to focus on the task at hand and maximize performance. To explore these possibilities, a sample of 88 university students were randomly assigned to receive one 2-hour acceptance based behavior therapy intervention (ABBT), cognitive therapy intervention (CT), or healthy living intervention (HL). Following the intervention, participants received anxiety inducing instructions and were administered three computerized working memory tasks. Finally, participants completed self report questionnaires. The results of this study demonstrated that participants in the ABBT group had significantly better performance on the digit span forward and Stroop tasks compared to participants in the CT or HL groups. Furthermore, the ABBT group demonstrated the lowest levels of cognitive interference, while demonstrating the highest levels of psychological flexibility and mindfulness compared to the CT or HL groups, while these between group differences did not reach significance due to low power, the pattern of these results demonstrates support for the role of these variables in the anxiety and performance relationship.
William O'Brien, Ph.D (Advisor)
Marilyn Motz, Ph.D (Other)
Clare Barratt, Ph.D (Committee Member)
Abby Braden, Ph.D (Committee Member)
89 p.
Clinical Psychology
test anxiety; working memory; performance; acceptance and commitment therapy; cognitive therapy; acceptance based behavior therapy; cognitive interference; mindfulness; psychological flexibility; cognitive defusion

Recommended Citations

Citations

  • Bannon, E. E. (2017). The Efficacy of Acceptance Based Behavior Therapy Versus Cognitive Therapy for Test Anxiety and Working Memory Performance [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510866677089178

    APA Style (7th edition)

  • Bannon, Erin. The Efficacy of Acceptance Based Behavior Therapy Versus Cognitive Therapy for Test Anxiety and Working Memory Performance. 2017. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510866677089178.

    MLA Style (8th edition)

  • Bannon, Erin. "The Efficacy of Acceptance Based Behavior Therapy Versus Cognitive Therapy for Test Anxiety and Working Memory Performance." Doctoral dissertation, Bowling Green State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510866677089178

    Chicago Manual of Style (17th edition)

bgsu1510866677089178
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This open access ETD is published by Bowling Green State University and OhioLINK.