Effectiveness of a curriculum planning pattern training based on self-regulation and reward to reduce test anxiety in university students

Aim: The aim of the study was to determine the effectiveness of a curriculum planning pattern training based on self-regulation and reward to reduce test anxiety in university students.
Research method was a quasiexperimental with pre-test and post-test design and a population of all undergraduate students admitted to the center of counseling and psychological service center at the Shahid Beheshti University. Using sampling of those available, 32 Student 16 girls and 16 boys was selected regarding the results of diagnostic interview and Friedman and Bendas-Jacob test anxiety questionnaire (1997) and were placed in control and experimental groups randomly. The curriculum planning pattern based on self-regulation and reward introduced by Zeidner and Matthews (2005) was performed for the experimental group in six weekly 45 to 60 minutes sessions of educational counseling.
The findings showed that the differences of the experimental group in the total scores and combining the three dimensions of anxiety was significant compared to the pretest and control group, and the taking effect of two component of cognitive obstruction and tenseness are more related to the component of social derogation substantially.
The curriculum planning pattern based on self-regulation and reward is an effective way to reduce student's anxiety levels through correction and control of their cognitive obstruction and tenseness.