Programa de inoculação de stress para fazer frente à ansiedade ante os exames: eficácia diferencial em função da preocupação ou emocionalidade.

DOI:  https://doi.org/10.12804/apl34.1.2016.01

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Publicado: ene 14, 2016
Edição: v. 34 n. 1 (2016)
Seção Artículos


Conteúdo do artigo principal

Autores

Isabel Serrano Pintado
Salamanca University, Spain
Juan Delgado Sánchez-Mateos
Salamanca University, Spain.
  M. Camino Escolar-Llamazares
Burgos University, Spain

Resumo

Objetivo: Este estudo pesquisou experimentalmente se os efeitos de três programas diferentes de afrontamento, desenhados para reduzir a ansiedade ante os exames, devem-se ao componente predominante da ansiedade dos participantes. Desenho: O estudo incluiu 259 participantes, estudantes universitários com alta ansiedade ante os exames, casos clínicos reais recolhidos e estudados durante oito anos. A amostra experimental ficou formada por 94 participantes selecionados com ansiedade irracional ante os exames. Os fatores experimentais foram Terapia (fator intra-sujeito, pré e pós-intervenção), Tratamento (cognitivo, fisiológico e cognitivo-fisiológico), Preocupação (alta-baixa) e Emocionalidade (alta-baixa). Medidas: Vários questionários de ansiedade (TAS, TAI, ITA, IC, STAI) foram utilizados como indicadores de ansiedade. Resultados: utilizando intervalos de confiança, encontramos evidência de mudanças no nível de ansiedade medido em um grau variado nos diferentes grupos de Preocupação e Emocionalidade. Conclusão: os três programas de treinamento reduzem a ansiedade ante os exames, mas esta redução não se produz na mesma medida nos diferentes grupos de emocionalidade e preocupação. Estes resultados poderiam ser decisivos na fase de seleção do tratamento mais adequado para o paciente ao longo do processo terapêutico.
Como Citar
Serrano Pintado, I., Delgado Sánchez-Mateos, J., & Escolar-Llamazares, M. C. (2016). Programa de inoculação de stress para fazer frente à ansiedade ante os exames: eficácia diferencial em função da preocupação ou emocionalidade. Avances En Psicología Latinoamericana , 34(1), 3–18. https://doi.org/10.12804/apl34.1.2016.01
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