The program's effects on positive future expectations, trait anxiety, and anxiety of making mistakes persisted at four-week follow-up¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest and follow-up scores on PFEI, TAI, and AMM showed no significant difference in the experimental group, indicating maintained gains. → Kaya 2016

Evidence¶

Kaya 2016¶

Kaya, S., & Avci, R. (2016). Effects of cognitive-behavioral-theory-based skill-training on university students' future anxiety and trait anxiety. Eurasian Journal of Educational Research, 66, 281-298. http://dx.doi.org/10.14689/ejer.2016.66.16

q2 · i? · causal · r1

Paired samples t-tests comparing experimental-group posttest and four-week follow-up scores on all three measures; none differed significantly (e.g., t(14)=.343, p>.05 for PFEI). The article interprets this as effects that "continued for four weeks."

"the PFEI, TAI, and AMM scores of the experimental group showed no significant difference with the mean of posttest and follow -up test (t(14)=.343, p>.05; t(14)= -.733, p>.05; t(14)=.688, p>.05), respectively. These results indicate that the effects of the skill -training program continued for four weeks."

Discussion¶

Related Claims¶

• A CBT-based skill-training program reduces university students' trait anxiety compared with a no-treatment control — related
• A CBT-based skill-training program reduces university students' anxiety of making mistakes compared with a no-treatment control — related
• A CBT-based skill-training program increases university students' positive future expectations compared with a no-treatment control — related
• The training effect on academic procrastination persisted at a four-week follow-up — related
• A CBT-based psycho-educational group program reduced university students' academic procrastination scores at posttest — related