• Anxiety and mood
• /
• v.9 no.1
• /
• pp.3-9
• /
• 2013

Intolerance of uncertainty (IU) is defined as the tendency to react negatively on an emotional, cognitive, and behavioral level to uncertain situations and events. However, this definition is somewhat categorical and does not explain the phenomenology of IU. Intolerance of uncertainty scale (IUS), the standard measure of IU, was considered to have two factors : 'unacceptability and avoidance of uncertainty' and 'uncertainty leading to the inability to act'. IU may be a cognitive vulnerability factor for clinical worry and generalized anxiety disorder (GAD). A number of moderators and mediators including cognitive avoidance, experiential avoidance and rumination influence the relationship between IU, worry, obsessive-compulsive symptoms, anxious and depressive symptoms. IU may be more strongly related to the symptoms of GAD than to symptoms of other anxiety disorders including obsessive-compulsive disorder (OCD), and major depressive disorder. IU may serve as an important transdiagnostic feature across anxiety and depressive disorders. Incorporating IU-specific treatment components into therapeutic protocols may result in pervasive benefits, and not only for those with GAD or OCD, but for people with any anxiety disorder or with depression.

• Journal of the Korean Chemical Society
• /
• v.51 no.1
• /
• pp.56-64
• /
• 2007

This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.791-818
• /
• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.

• Child Health Nursing Research
• /
• v.27 no.1
• /
• pp.24-33
• /
• 2021

Purpose: This study aimed to evaluate the effects of a rational emotive behavior therapy (REBT)-based emotional regulation program for mothers of premature infants in the neonatal intensive care unit (NICU). Methods: The study utilized a nonequivalent control group pretest-posttest design. Seventeen mothers were recruited for the experimental group and 21 mothers for the control group. Data were collected from July 9, 2018, to Oct 12, 2018 from mothers of premature infants in the NICU regarding parental stress, state anxiety, depression, and maladaptive cognitive emotion regulation. The experimental group received eight sessions of the REBT-based emotional regulation program for 3~4 weeks, and the control group only received standard nursing care. Results: Significant differences were found between the two groups in maladaptive cognitive emotion regulation (Z=-3.88, p<.001), stress (Z=-2.76, p=.006), state anxiety (Z=-3.72, p<.001), and postpartum depression(Z=-2.62, p=.009) after the intervention in the experimental group. Conclusion: The REBT-based emotional regulation program for mothers of premature infants was effective for reducing maladaptive cognitive emotion regulation, stress, anxiety, and postpartum depression. Therefore, it may be necessary to provide an REBT-based emotional regulation program for mothers of premature infants in the NICU in clinical practice.

• 대한불안의학회:학술대회논문집
• /
• 2005.10a
• /
• pp.53-63
• /
• 2005

• Journal of Digital Convergence
• /
• v.13 no.8
• /
• pp.401-408
• /
• 2015

This study was done to examine the relation of cognitive function, depression and anxiety in elderly people above 65 years of age, and to identify factors influencing anxiety. The data were collected from June 1 to August 30 2014. Data were collected by questionnaire from 363 elderly people. The instruments for this study were MMSE-DS, depression, anxiety. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple linear regression with the SPSS/WIN 18.0 program. According to results, the significant factors influencing anxiety were sleeping time(${\beta}=-.249$, p<.001), depression(${\beta}=.218$, p<.001), cognitive function(${\beta}=-.209$, p<.001), occupation(${\beta}=-.133$, p=.006). The study reveals that it is necessary to develop a convergent program that maintain adequate sleep, prevents of cognitive impairment and decreases depression.

• Journal of the Korea Convergence Society
• /
• v.8 no.4
• /
• pp.111-122
• /
• 2017

The purpose of this study was to develop a computer-based cognitive bias modification program (CBM-I) and to test the efficacy of CBM-I for college students with social anxiety. Forty socially anxious individuals were randomly assigned to the CBM-I(n=21) or a waiting list condition(n=19). Both groups were assessed at the beginning and the end of the program with interpretation bias and social anxiety symptoms(e.g. B=FNE=Brief-Fear of Negative Evaluation Scale, LSAS=Liebowitz Social Anxiety Scale). The CBM-I modified interpretation by providing positive feedback when participants made benign interpretations and negative feedback in response to threat interpretations. Participants in CBM-I completed three computer sessions over three weeks. The CBM-I successfully decreased social anxiety symptoms compared to the control condition(t=2.35, p<.05; t=4.70, p<.001). This result suggests that interpretation modification may have clinical utility when applied as a multi-session intervention.

• Journal of the Korea Convergence Society
• /
• v.13 no.1
• /
• pp.1-12
• /
• 2022

In this study, the effect of VR exposure programs integrated with web-based cognitive restructuring education on reducing social anxiety was confirmed. The experimental group (n=12) received a 10~15 minute session of web-based cognitive intervention and a 20-minute session of virtual reality exposure therapy. The comparison group (n=15) received a 10~15 minute session of web-based speech education and a 20-minute session of virtual reality exposure therapy. After 4 weeks, the experimental group had an increase in positive interpretation bias, a decrease in negative interpretation bias, and a decreased level of social anxiety. These results suggest that the combination of self-help form of web-based cognitive intervention in the treatment of social anxiety disorder can improve the therapeutic effect of VRET.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.2 no.1
• /
• pp.3-10
• /
• 1991

Test situations are relatively specific and are experienced by everyone. The major purposes of this overview are to review the current concepts and theories of test anxiety and based on this review to suggest future directions in test anxiety theory and research. Test anxiety can be explained in terms of drive-oriented approach. trait-state anxiety theory, cognitive theory, cognitive and emotional approach, and psychodynamic theory. Usually, high test-anxious students keep the following characteristics : 1) The test situation is seen as difficult, challenging and threatening. 2) The individual sees himself as ineffective, and inadequate in handling the task at hand. 3) The individual focuses on undesirable consequences of personal inadequacy. 4) Self-deprecatory preoccupations are strong and interfere or compete with task-relevant cognitive activity. 5) The individual expects and anticipates failure and loss of regard by others. Future directions in test anxiety research should be focused to elucidate the nature and construct of test anxiety and the etiological factors of test anxiety by conducting research on the relationship between parental or social attitude and test anxiety. The effects of test anxiety on memory, attention, and cue utilization should be performed to elucidate the relationship between test anxiety and performance.

• Anxiety and mood
• /
• v.15 no.1
• /
• pp.20-28
• /
• 2019

Objective : The purpose of this study was to compare and analyze effectiveness of various psychotherapies of depressive symptoms in patients with anxiety disorders by means of a systemic review. Methods : A systematic search using key words was conducted using EMBASE, MEDLINE and CENTRAL. Results : Five studies were included in this systematic review. The Scottish Intercollegiate Guidelines Network (SIGN) was used for quality assessment. Diagnostic-specific cognitive behavioral therapies for various anxiety disorders (ds CBT) were also effective in reducing comorbid depression. Transdiagnostic cognitive behavioral therapies targeting anxiety and depression (tCBT-AD) were not superior than ds CBT for anxiety disorders. Mindfulness-based stress reduction (MBSR) was more effective than traditional cognitive behavioral therapy. Conclusion : ds CBT relieves anxiety symptoms as well as depressive symptoms comorbid with anxiety disorders effectively. In addition, MBSR is more successful for anxiety disorders with co-occurring depression by focusing broadly on the shifting relationship to internal experience rather than focusing narrowly on specific symptoms.