University students’ anxiety is mostly caused by academic anxiety. It is a disruptive thought pattern followed by physiological responses and behavior as a result of concern regarding the possibility of having poor academic performance. It may cause detrimental effects such as procrastination, poor academic performance, and withdrawal from social relations. Fear and anxiety are causally influenced by cognitions, and that the cognitive distortions and dysfunctional beliefs affect the maintenance of anxiety disorders. Cognitive-behavioral therapy (CBT) facilitates the identification of thoughts, emotion, situations, and behavior that affect emotion and improve emotion by altering dysfunctional thoughts and behavior. CBT is an effective treatment for anxiety disorders (Cuijpers, Gentili, Banos, Garcia-Campayo, Botella, & Cristea, 2016). Furthermore, hope is generally regarded as a protective factor against anxiety. To bring out hope, agency and pathway thinking must be present. CBT protocols act as a resource for pathways and therapeutic relationship facilitates agentic thought. This research examined the effect of group CBT on university students’ academic anxiety and hope. Group CBT was conducted in 5 sessions with six participants. The data were collected using validated pre-existing questionnaires: Student Worry Questionnaire and Snyder’s Hope Scale for pre-test, post-test, and follow-up measurements. The data gathered was analyzed using Friedman’s ANOVA. There is no significant effect of group CBT on reducing university students’ academic anxiety ( 2(2) = 3.20 p >.05.) but there is a significant effect on improving university students’ hope ( 2(2) = 6.52 p <.05.). The implications of hope as a protective factor for academic anxiety are discussed.
Larissa Amira Giyani, Universitas Indonesia, Indonesia
Adhityawarman Menaldi, Universitas Indonesia, Indonesia
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