Exam anxiety

Objective: The present study was conducted to investigate the effectiveness of Sahajaoga and Mind Strengthening Yoga exercises on the anxiety test of female children with attention deficit hyperactivity disorder with gastrointestinal problems in Karaj. Method: The study is semi-experimental in the form of pre-test-post-test with the control group. . According to the input and output criteria, 30 people were selected and divided into 3 groups (two experimental groups and one control group). Data collection tool was a questionnaire for diagnosing hyperactivity disorder along with attention deficit disorder and Abolghasemi exam anxiety questionnaire. The interventions took place in eight sessions and the subjects were examined before and after the interventions with the test anxiety test. Results: The results of the present study, after collecting and analyzing the data by covariance analysis test, show that Sahajayoga and Mind Strengthening Yoga exercises significantly (at p <0.05) confirm the assumption that the sessions performed were effective. . In other words, after the intervention of Sahajayoga technique, about 98% and after the implementation of mind strengthening yoga, about 94% of the change in the dependent variable is due to the change in the independent variable. In fact, the Sahajaoga and Mind Strengthening Yoga training is effective in reducing the anxiety test of this group of children. Conclusion: The overall findings suggest that yoga-based training has a positive effect on reducing anxiety in children with attention deficit hyperactivity disorder and gastrointestinal problems. Therefore, it is recommended to use this method in medical centers to improve the anxiety and digestive problems of children with ADHD.

This study investigated the effectiveness of problem-solving skills in learning self-regulation and achievement motivation in twelfth-grade female students with exam anxiety in Tabriz. The present study was a semi-experimental pre-test-post-test-follow-up study with a control group. From the population of 12th-grade female students with test anxiety in Tabriz city, 30 were selected by multi-stage cluster sampling and random assignment. All the studied sample members completed the self-regulated learning questionnaires of Lau & Jong (2022) and motivation to push through Lang and Fries (2006) in the pre-test-post-test-follow-up phases. The experimental group was exposed to the problem-solving skills package of D'Zurilla and Goldfried (1971) and was included in six 90-minute sessions over two months. Multivariate analysis of variance with repeated measurements was used to analyze the data using SPSS27 statistical software. The results showed significant differences in learning self-regulation achievement motivation in the experimental and control groups' pre-test/post-test and follow-up groups. After applying the independent variable (problem-solving skills), the experimental group obtained higher scores in the criterion variables than the control group. This effect remained in the follow-up period. This study's findings are significant, reassuring educators and psychologists that problem-solving skills can improve self-regulation and achievement motivation in students with anxiety.