Comparing online cognitive behavioural therapy versus online positive psychotherapy, well-being theory (PERMA) on test anxiety of online learning students: A randomised control study

Abstract

This study aims to compare the efficacy of test anxiety interventions using internet-based Cognitive Behavioural Therapy and internet-based positive psychotherapy (PERMA model). Changes in test anxiety responses were evaluated in 48 online postgraduate students who met diagnostic criteria based on DSM-5 and were randomly assigned to three treatment groups: internet-based Cognitive Behavioural Therapy (n = 16), internet-based positive psychotherapy (n = 16) and a control group (n = 16) over three phases: pre-test, post-test and follow-up. Assessments included a self-report questionnaire and a diagnostic interview. An 18-item self-report of the Online Test Anxiety Inventory (OTAI) was used with a high internal consistency (α = 0.91) to assess test anxiety of online learning students. The OTAI consists of three factors: online, psychological, and physiological. The analysis of test anxiety by repeated measure ANOVA revealed a significant decrease of anxiety in both treatment groups while no significant change was observed in the control group. The study supports using internet-based psychological interventions for the treatment of test anxiety, which is particularly significant during the COVID-19 restricted teaching environment.