تأثير الإرشاد بإيقاف التفكير في خفض القلق الامتحاني لدى طلبة جامعة ديالى

Abstract EN

The current research aims to identify the effect of guidance by stopping the thinking of reducing the anxiety of the college students by testing the following hypotheses: 1.

There are no significant statistical differences in the reduction of test anxiety at the level of (0,05) of the control group in the test (tribal - post) 2.

There are no statistically significant differences in the reduction of the test anxiety at the level (0,05) for the experimental group in the test (tribal - post) 3.

There are no statistically significant differences in the reduction of test anxiety at the level (0,05) of the two groups (control - experimental) in the post-test The study population consisted of students from the Faculty of Basic Education/ Diyala University.

The sample consisted of (20) students.

To achieve the objectives of scientific research, two tools were used: 1) An exam anxiety scale prepared by the researcher.

2) Extension Program Where the scale has two kinds of honesty: 1.

Authentic honesty by presenting them to specialized experts.

2.The validity of construction in light of the calculation of discriminatory power.

The correlation coefficient of the test anxiety level (0.79) was calculated by the retest method.

The total score of the test anxiety scale was (25).

An indicative program was developed based on the weighted average and percentage.

The needs, themes, activities and strategies of the outreach program were identified and the program consisted of (8) mentoring sessions.

The program was presented to a group of experts in education and psychology to extract the program's credibility.

The research reached the following results: 1• There were no statistically significant differences in the reduction of test anxiety among students of the Basic Education College in the test (pre-tribal) for the control group.

• There are statistically significant differences in reducing the test anxiety among the students of the basic education school in the test (pre-tribal) for the experimental group.

• There are statistically significant differences in the reduction of test anxiety among students of the basic education faculty between the control and experimental groups in the post-test and for the benefit of the experimental group.

The researcher also made some recommendations and suggestions