The effect of cognitive self-instructions on preservice teacher's anxiety about teaching

Elementary education preservice teachers participated in a cognitive self-instructional procedure aimed at eliminating or considerably diminishing the negative emotions related to the student teaching field experience (such as feelings of threat, tensions, worry, fear, and anxiety) by altering their...

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Bibliographic Details
Published in:Contemporary educational psychology 1990, Vol.15 (3), p.261-267
Main Authors: Payne, Beverly D, Manning, Brenda H
Format: Article
Language:English
Subjects:
Anxiety
Biological and medical sciences
Cognitive Restructuring
College Students
Education Majors
Educational psychology
Elementary Education
Elementary School Teachers
Emotional Problems
Fundamental and applied biological sciences. Psychology
Higher Education
Independent Study
Personality Traits
Preservice Teacher Education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Student Teachers
Student Teaching
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Summary:Elementary education preservice teachers participated in a cognitive self-instructional procedure aimed at eliminating or considerably diminishing the negative emotions related to the student teaching field experience (such as feelings of threat, tensions, worry, fear, and anxiety) by altering their self-talk. Sixty-seven subjects were randomly assigned to one of three groups: experimental, attention control, or assessment control. The dependent measure used to assess the relative effectiveness of the treatment procedure was the Survey of Feelings about Teaching developed by the authors. The experimental treatment is a modification of Meichenbaum's Stress Inoculation training. Results indicated that the training program significantly decreased self-reported anxiety about teaching.
ISSN:0361-476X
1090-2384
DOI:10.1016/0361-476X(90)90023-T