A Cognitive-Behavioral Counseling Intervention Program for Test Anxiety: A Single-Case Research Design

Yıl 2025, Cilt: 8 Sayı: 2, 34 - 65, 30.12.2025

Öykü Altıntaş Atay , Nazife Üzbe Atalay

https://doi.org/10.58433/opdd.1600735

Öz

Test anxiety is a common issue among adolescents, negatively impacting both academic performance and overall well-being. This study examines the effectiveness of a counseling intervention based on cognitive-behavioral therapy (CBT) in reducing test anxiety. The intervention was implemented with an 18-year-old female student preparing for the university entrance exam for the second time. The counseling process consisted of nine sessions, each lasting approximately 50–60 minutes, including one follow-up session. During the sessions, the relationships among thoughts, emotions, and behaviors were explored using the A-B-C model. At the conclusion of the CBT intervention, results from the pre-test and follow-up assessments—conducted using the Westside Test Anxiety Scale (WTAS) and the Adolescent Subjective Well-Being Scale—revealed a significant reduction in test anxiety and a notable improvement in the client's subjective well-being. The results are interpreted in light of previous research.

Anahtar Kelimeler

Test anxiety , cognitive-behavioral therapy , case study , adolescent mental health

Sınav Kaygısı ile Başa Çıkmaya Yönelik Bilişsel-Davranışçı Yaklaşıma Dayalı Psikolojik Danışma Süreci: Bir Olgu Sunumu

Öz

Sınav kaygısı, öğrencilerin akademik performanslarını ve iyi oluşlarını olumsuz etkileyen yaygın bir konu olarak karşımıza çıkmaktadır. Bu çalışma, bilişsel-davranışçı terapi yaklaşımına dayalı psikolojik danışma sürecinin sınav kaygısını azaltma üzerindeki etkisini incelemeyi amaçlamaktadır. Oturumlar, üniversite sınavına ikinci kez hazırlanan 18 yaşında bir öğrenci ile yürütülmüştür. Psikolojik danışma süreci, izleme oturumu da dahil olmak üzere, her biri yaklaşık 50-60 dakika süren toplam dokuz oturumdan oluşmuştur. Oturumlarda, düşünce, duygu ve davranış arasındaki ilişkiler A-B-C modeli kullanılarak incelenmiştir. Dokuz seans süren bilişsel ve davranışçı terapi sürecinin sonunda, ön test, son test ve izleme testinde kullanılan "Westside Sınav Kaygısı Ölçeği (WSKÖ)" ve "Ergen Öznel İyi Oluş Ölçeği" sonuçlarına göre, danışanın sınav kaygısı seviyesinde anlamlı bir düşüş ve öznel iyi oluş düzeyinde anlamlı bir artış gözlemlenmiştir. Çalışmanın bulguları, ilgili literatürde yer alan araştırmaların sonuçları doğrultusunda tartışılmıştır.

Anahtar Kelimeler

sınav kaygısı , bilişsel-davranışçı terapi , olgu sunumu , ergen ruh sağlığı

Kaynakça

• Akkaya, M., & Demirtaş Zorbaz, S. (2023). Sınav Kaygısına sahip bir ergenle çalışma: Kısa Süreli Bilişsel Davranışçı Müdahale. Humanistic Perspective, 5(3), 1148-1165. https://doi.org/10.47793/hp.1291925
• Amani, H., Habibi-Kaleybar, R., Farid, A., & Sheykhalizadeh, S. (2021). Meta-analysis of the effectiveness of interventions on test anxiety reduction. Psychological Research, 23(1), 56–79.
• Avunduk, M., & Karaaziz, M. (2024). Sınav Kaygısı ve Terapide Bilişsel Davranışçı Sistematik İnceleme. Ulusal ve Uluslararası Sosyoloji ve Ekonomi Dergisi, 5(5), 876-886. https://doi.org/10.5281/zenodo.11430263
• Beames, J. R., Johnston, L., O’Dea, B., Torok, M., Boydell, K., Christensen, H., & Werner-Seidler, A. (2022). Addressing the mental health of school students: Perspectives of secondary school teachers and counselors. International Journal of School & Educational Psychology, 10(1), 128-143. https://doi.org/10.1177/10398562211006145
• Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education, 22, 43-61. doi:10.1007/s11218-018-9461-y
• Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M., & Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School Psychology Quarterly, 28(2), 141–153. https://doi.org/10.1037/spq0000017
• Christensen, L., & Mendoza, J. L. (1986). A method of assessing change in a single subject: An alteration of the RC index. Behavior Therapy, 17, 305-308.
• Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment: Strategies for classroom and schools. Corwin Press.
• Clark, D. A., & Beck, A. T. (2010). Cognitive theory and therapy of anxiety and depression: convergence with neurobiological findings. Trends İn Cognitive Sciences, 14(9), 418–424. https://doi.org/10.1016/j.tics.2010.06.007
• Demirci, İ., & Erden, S. (2016). Bilişsel davranışçı yaklaşıma dayalı grupla psikolojik danışma uygulamasının 8. sınıf öğrencilerinin sınav kaygısına etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 43(43), 67-83. https://doi.org/10.15285/ebd.51646
• Downing, V. R., Cooper, K. M., Cala, J. M., Gin, L. E., & Brownell, S. E. (2020). Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE Life Sciences Education, 19(2), ar20. https://doi.org/10.1187/cbe.19-09-0186
• Driscoll, R. (2007). Westside test anxiety scale validation. ERIC Digest, ED495968.
• Ergene, T. (2003). Effective interventions on test anxiety reduction: A meta-analysis. School Psychology International, 24(3), 313–328. https://doi.org/10.1177/01430343030243004
• Erkan, S. & Kaya, A. (2009). Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları-II. Ankara: Pegem Yayıncılık.
• Eryılmaz, A.(2009). Ergen Öznel İyi Oluş Ölçeğinin Geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
• Farooqi, Y. N., Ghani, R., & Spielberger, C. D. (2012). Gender differences in test anxiety and academic performance of medical students. International journal of psychology and behavioral sciences, 2(2), 38-43. https://doi.org/10.5923/j.ijpbs.20120202.06
• Fazel, M., Hoagwood, K., Stephan, S., & Ford, T. (2014). Mental health interventions in schools 1: Mental health interventions in schools in high-income countries. The lancet. Psychiatry, 1(5), 377–387. https://doi.org/10.1016/S2215-0366(14)70312-8
• Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617-635. https://doi.org/10.1177/0143034305060802
• Guhn, M., Forer, B., Zumbo, B.D. (2014). Reliable Change Index. In: Michalos, A.C. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. h https://doi.org/10.1007/978-94-007-0753-5_2465
• Heckel, C., Schickel, M., Messerschmidt-Grandi, C., & Ringeisen, T. (2025). Why avoiding exams never helps in the long run: relations among avoidance, mastery experiences, perceived control, and test anxiety. International Journal of Educational Research, 134, 102854. https://doi.org/10.1016/j.ijer.2025.102854
• Heppner, P.P., Wampold, B.E., JR. Kivlighan, D.M. (2008). Psikolojik Danışmada Araştırma Yöntemleri. (D.M. Siyez, Çeviri ed.). Ankara: Mentis Yayıncılık.
• Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting & Clinical Psychology, 59, 12–19.
• Jacobson, N. S., Follette, W. C., & Revenstorf, D. (1984). Psychotherapy outcome research: Methods for reporting variability and evaluating clinical significance. Behavior Therapy, 15, 336-352.
• Jerrim, J. (2023). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 321–341. https://doi.org/10.1080/03054985.2022.2079616
• Joyce-Beaulieu, D., & Sulkowski, M. L. (2015). Cognitive behavioral therapy in K-12 school settings: A practitioner's toolkit. Springer Publishing Company.
• Karaburç, G., & Tunç, E. (2017). Sınav Kaygısını Azaltmaya Yönelik Bilişsel- Davranışçı Yaklaşıma Dayalı Grup Rehberliği Programının Etkisinin İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 199-213. https://doi.org/10.17556/erziefd.295479
• Kirk, M. A., Pirbaglou, M., Weerasekera, R., & Ritvo, P. (2022). Effectiveness of online cognitive behavioral interventions that include mindfulness for clinically-diagnosed anxiety and depressive disorders: A systematic review and meta-analysis. International Journal of Mental Health, 51(3), 235-266. https://doi.org/10.1080/00207411.2021.1959807
• Koçyiğit, E. G. (2023). Sınav Kaygısı, Etkileyen Faktörler ve Baş Etme Yöntemleri. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(3), 126-140.
• Koruklu, N. Ö., Öner, H., & Oktaylar, H. C. (2006). " Sınav Kaygısı ile Başa Çıkma Programının" Sınav Kaygısına Etkisine Yönelik Deneysel Bir Çalışma. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (19), 5-11.
• Mawarni, A., Taufiq, A., Ilfiandra, I., & Faizal, F. (2024). Cognitive Behavioral Therapy in School Counseling: Its Role in Student Cognitive Development. ANFUSINA: Journal of Psychology, 7(2), 175-185. DOI: // dx.doi.org/10.24042/ajp.v7i2.27163
• Meltzoff, J. (2010). Critical thinking about research: Psychology and related fields. American Psychological Association.
• McDonald, A. S. (2010). The prevalence and effects of test anxiety in school children. Educational Psychology, 21, 89–101. doi:10.1080/01443410020019867.
• Morganett, R. S. (2018). Yaşam Becerileri: Ergenler için grupla psikolojik danışma uygulamaları. Ankara: Pegem Yayıncılık.
• Neuderth, S., Jabs, B., & Schmidtke, A. (2009). Strategies for reducing test anxiety and optimizing exam preparation in German university students: a prevention-oriented pilot project of the University of Würzburg. Journal of Neural Transmission, 116(6), 785-790. DOI 10.1007/s00702-008-0123-7
• Oliveira, C., Pacheco, M., Borges, J., Meira, L., & Santos, A. (2023). Internet-delivered cognitive behavioral therapy for anxiety among university students: A systematic review and meta-analysis. Internet İnterventions, 31, 100609. https://doi.org/10.1016/j.invent.2023.100609
• Orbach, G., Lindsay, S., & Grey, S. (2007). A randomised placebo-controlled trial of a self-help Internet-based intervention for test anxiety. Behaviour Research and Therapy, 45(3), 483-496. https://doi.org/10.1016/j.brat.2006.04.002
• Pfeifer, J. H., & Berkman, E. T. (2018). The Development of Self and Identity in Adolescence: Neural Evidence and Implications for a Value-Based Choice Perspective on Motivated Behavior. Child development perspectives, 12(3), 158–164. https://doi.org/10.1111/cdep.12279
• Putwain, D. W., Gallard, D., Beaumont, J., Loderer, K., & von der Embse, N. P. (2021). Does test anxiety predispose poor school-related wellbeing and enhanced risk of emotional disorders?. Cognitive Therapy and Research, 45(6), 1150-1162. https://doi.org/10.1007/s10608-021-10211-x
• Raymo, L. A., Somers, C. L., & Partridge, R. T. (2019). Adolescent test anxiety: An examination of intraindividual and contextual predictors. School Mental Health, 11(3), 562-577. https://doi.org/10.1007/s12310-018-09302-0
• Reiss, N., Warnecke, I., Tolgou, T., Krampen, D., Luka-Krausgrill, U., & Rohrmann, S. (2017). Effects of cognitive behavioral therapy with relaxation vs. imagery rescripting on test anxiety: A randomized controlled trial. Journal of Affective Disorders, 208, 483–489. https://doi.org/10.1016/j.jad.2016.10.039
• Rickwood, D. J., Deane, F. P., & Wilson, C. J. (2007). When and how do young people seek professional help for mental health problems?. The Medical journal of Australia, 187(S7), S35–S39. https://doi.org/10.5694/j.1326-5377.2007.tb01334.x
• Rodriguez-Quintana, N., Meyer, A. E., Bilek, E., Flumenbaum, R., Miner, K., Scoville, L., ... & Koschmann, E. (2021). Development of a brief group CBT intervention to reduce COVID-19 related distress among school-age youth. Cognitive and Behavioral Practice, 28(4), 642-652. https://doi.org/10.1016/j.cbpra.2021.03.002
• Sarason, I. G., & Sarason, B. R. (1990). Test anxiety. In Handbook of social and evaluation anxiety (pp. 475-495). Boston, MA: Springer US.
• Sarı, S. A., Bilek, G., & Çelik, E. (2018). Test anxiety and self-esteem in senior high school students: a cross-sectional study. Nordic Journal Of Psychiatry, 72(2), 84-88. https://doi.org/10.1080/08039488.2017.1389986
• Schab, L. M. (2020). Kaygı: Ergenler İçin Çalışma Kitabı. (F. Öktem, Çeviri ed., 2. basım). Ankara: Nobel Yayıncılık. Soares, D., & Woods, K. (2020). An international systematic literature review of test anxiety interventions 2011–2018. Pastoral Care in Education, 38(4), 311-334. https://doi.org/10.1080/02643944.2020.1725909
• Spence, S. H., Donovan, C. L., March, S., Gamble, A., Anderson, R. E., Prosser, S., & Kenardy, J. (2011). A randomized controlled trial of online versus clinic-based CBT for adolescent anxiety. Journal of Consulting and Clinical Psychology, 79(5), 629–642. https://doi.org/10.1037/a0024512
• Stiede, J. T., Trent, E. S., Viana, A. G., Guzick, A. G., Storch, E. A., & Hershfield, J. (2023). Cognitive Behavioral Therapy for Children and Adolescents with Anxiety Disorders. Child and adolescent psychiatric clinics of North America, 32(3), 543–558. https://doi.org/10.1016/j.chc.2022.12.001
• Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: Predictors of treatment response. Internet İnterventions, 15, 116-125. https://doi.org/10.1016/j.invent.2019.01.003
• Tan, S. H., & Pang, J. S. (2023). Test anxiety: An integration of the test anxiety and achievement motivation research traditions. Educational Psychology Review, 35(1), 13. ttps://doi.org/10.1007/s10648-023-09737-1
• Taşpınar Göveç, N., & Başgül, Ş. S. (2017). Psikodrama Ve Bilişsel Davranışçı Terapi Yöntemi İle Grup Çalışmasının Sınav Kaygısı Üzerindeki Etkileri. Bilişsel Davranışçı Psikoterapi Ve Araştırmalar Dergisi, 6(1), 22-30. https://doi.org/10.5455/JCBPR.252747
• Totan, T. (2018). Ortaokul ve Lise Öğrencilerinde Sınav Kaygısının Değerlendirilmesi: Westside Sınav Kaygısı Ölçeği. Batı Anadolu Eğitim Bilimleri Dergisi, 9(2), 143-155.
• Türkçapar, M. H. (2012). Bilişsel Terapi: Temel ilkeler ve uygulama. (6. basım). Ankara: HYB Basım Yayın. Ulusoy, S., Yavuz, K. F., Esen, F. B., Umut, G., & Karatepe, H. T. (2016). Sınav kaygısına yönelik bilişsel grup terapisi. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 1, 28-37. https://doi.org/10.5455/JCBPR. 212133
• Uysal, B., Gormez, V., Karatepe, H. T., Sönmez, D., Taştekne, F., Tepedelen, M. S., & Jordan, T. R. (2024). Reducing Test Anxiety During the COVID-19 Pandemic: A Comparison of the Effectiveness of Cognitive Behavioral Therapy and Acceptance and Commitment Therapy. Psychological Reports, 127(1), 159-177. https://doi.org/10.1177/00332941231174394
• von der Embse, N., Barterian, J., & Segool, N. (2013). Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010. Psychology in the Schools, 50, 57-71. https://doi.org/10.1002/pits.21660
• von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of affective disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
• Wang, Y. (2021). Academic procrastination and test anxiety: A cross-lagged panel analysis. Journal of Psychologists and Counsellors in Schools, 31(1), 122-129. https://doi.org/10.1017/jgc.2020.29
• Warwick, H., Reardon, T., Cooper, P., Murayama, K., Reynolds, S., Wilson, C., & Creswell, C. (2017). Complete recovery from anxiety disorders following Cognitive Behavior Therapy in children and adolescents: A meta-analysis. Clinical Psychology Review, 52, 77-91. https://doi.org/10.1016/j.cpr.2016.12.002
• Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. https://doi.org/10.1016/j.cpr.2016.10.005
• Wigfield, A., & Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159–183. https://doi.org/10.1207/s15326985ep2402_3
• Wilson, N. H., & Rotter, J. C. (1986). Anxiety Management Training and Study Skills Counseling for Students on Self-Esteem and Test Anxiety and Performance. The School Counselor, 34(1), 18–31.
• Yapan, S., Murat, M., Yavuz, K.F. (2021). Kabul ve Kararlılık Terapisi ve Bilişsel Davranışçı Terapi Temelli Psikoeğitim Programlarının Sınav Kaygısına Etkisi. Journal of Cognitive and Behavioral Psychotherapy Res., 10(2), 194-208. https://doi.org/10.5455/JCBPR.107866
• Zeidner, M. (1998). Test anxiety: The state of the art. Plenum Press.