Eficacia diferencial de estrategias de afrontamiento en la reducción de la ansiedad ante los exámenes en función del tipo de variable principalmente afectada

• Isabel Serrano Pintado ^[1] ; Juan Delgado Sánchez-Mateos ^[1] ; María del Camino Escolar Llamazares ^[2]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  2. [2] Universidad de Burgos

     Universidad de Burgos

     Burgos, España

     
• Localización: Ansiedad y estrés, ISSN 1134-7937, Vol. 16, Nº 2-3, 2010, págs. 109-126
• Idioma: español
• Títulos paralelos:
  • Differential efficacy of coping strategies in the reduction of test anxiety as a function of the variable predominantly affected
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Se ha realizado una investigación experimental para encontrar evidencias de los efectos diferenciales de tres programas de afrontamiento de la ansiedad ante los exámenes. Se trabajó con casos clínicos reales a lo largo de ocho años, en un contexto de investigación aplicada. Específicamente, se trataba de saber si las eventuales diferencias de los efectos de los distintos tratamientos serían desiguales en los participantes en los que predominasen distintos componentes de la ansiedad. El diseño fue un inter-intra 3 x 2 x 2 (inter) x 2 (intra) con los siguientes factores: Terapia (el factor intra-sujeto, pre y post), Tratamiento (cognitivo, fisiológico y cognitivo-fisiológico), Preocupación (alta-baja) y Emocionalidad (alta o baja). Los resultados mostraron que diferentes programas de entrenamiento, en efecto, reducen el grado de ansiedad ante los exámenes y que esta reducción no se produce en la misma medida con los tres programas de intervención. Además existen diferencias en cuanto a la eficacia de las estrategias de afrontamiento en función de la variable principalmente afectada.

  • English

    An experimental investigation was undertaken in order to find evidence of the differential effects of three coping programs designed to reduce test anxiety. The experiment involved real clinical cases studied along eight years, in the context of applied research. Specifically, our aim was to analyse whether the effects of three different treatments were due to the predominant component of participants’ anxiety. A 3 x 2 x 2 (inter) x 2 (intra) design was employed with the following factors: Therapy (intrasubject factor, pre and post-exam), Treatment (cognitive, physiological and cognitive-physiological), Worry (high-low) and Emotionality (high or low). The results showed that different training programmes did indeed reduce the degree of test anxiety, and that the three programmes did not lead to reductions on the same scale. Furthermore, there are differences in the effectiveness of coping strategies at reducing pre-test anxiety in relation to the dominant variable.

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