%0 Journal Article
%T 认知行为疗法对高中生考试焦虑的干预路径探索<br>Exploring Intervention Pathways of Cognitive Behavioral Therapy (CBT) for Exam Anxiety in High School Students
%A 李琳
%A 张依
%J Vocational Education
%P 269-276
%@ 2160-4401
%D 2025
%I Hans Publishing
%R 10.12677/ve.2025.145225
%X 考试焦虑问题是高中阶段学生常见的心理问题&#65292;如若不进行及时的干预将对学生的学习及生活带来极大的负面影响。考试焦虑的成因多种多样&#65292;主要来自个体、家庭、学校和社会三个层面&#65292;而个体层面的因素很大程度来自于学生的认知偏差&#65292;因此教师应当使用认知行为疗法对个体进行干预。通过确定治疗对象、进行焦虑测量、评估性会谈、治疗性会谈和巩固回访的五个步骤&#65292;逐个解决学生的考试焦虑问题&#65292;塑造健康的学习和考试环境。<br>Exam anxiety is a prevalent psychological issue among high school students, which, if not promptly addressed, can severely impair their academic performance and daily life. The causes of exam anxiety are multifaceted, primarily stemming from individual, familial, educational, and societal factors. Notably, individual-level contributors often involve cognitive distortions. Therefore, educators should implement Cognitive Behavioral Therapy (CBT) for targeted interventions. This approach involves a structured five-step protocol: identifying at-risk students, conducting anxiety assessments, diagnostic interviews, therapeutic sessions, and follow-up reinforcement. Through these steps, students&#8217; exam anxiety can be systematically alleviated, fostering healthier learning and examination environments.
%K 认知行为疗法&#65292
%K 高中生&#65292
%K 考试焦虑<br>Cognitive Behavioral Therapy (CBT)
%K High School Students
%K Exam Anxiety
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=115055