Examination of the effect of the psychoeducational program based on the theory of rational emotional behavioral therapy on the level of exam anxiety

This study aims to examine the impact of a psychoeducational program based on the REBT theory on the level of test anxiety. In addition, the participants were categorized according to demographic variables. To accomplish this, a 2x3 pre-test-post-test-follow-up test measurement experimental-control group design was implemented. The sample group of the study consisted of 21 students (14 females, 7 males), all aged 17-20, studying at a private educational institution in Istanbul. The random assignment method was used to create the experimental and control groups. The demographic data of the study was gathered using the Demographic Information Form prepared by the researcher, whereas the level of test anxiety was assessed utilizing the Friedben Test Anxiety Scale (FTAS).The experimental group received an 8-session psychoeducational program based on the REBT theory, while no intervention was administered to the control group. The collected data were analyzed using the SPSS 25.0 software package program. It was found that the data exhibited a normal distribution based on the skewness and kurtosis coefficients. Independent sample t-tests, repeated measures ANOVA, and factorial ANOVA were employed to scrutinize the significance of differences between measurements and groups. The findings of the study revealed that the psychoeducational program based on the ADDT theory had a significant effect in favor of the experimental group regarding exam anxiety levels. It was concluded that the experimental group students who participated in the REBT-based psychoeducational program showed a statistically significant decrease in exam anxiety based on their pre-test score averages. Moreover, both the post-test score average and follow-up test score average of the experimental group were lower than their pre-test score average, and this difference was statistically significant.The post-test mean score and follow-up test mean score of the experimental group are lower than the pre-test mean score of the experimental group, and this difference is statistically significant. No dramatic difference was observed between the mean pre- test and pro-test scores of the control group. A statistically significant difference, however, was found between the mean pre-test test anxiety score and the mean follow-up test anxiety score of the control group. Based on these results, it was concluded that the REBT -based psychoeducational program effectively reduces test anxiety and provides contributions to students preparing for university entrance exams and other related studies in this field. Finally, the findings of the study were discussed in relation to relevant research, and recommendations were provided for practitioners and future research endeavors.