Impact of Group Flash Technique on Reducing Exam Anxiety in Students: Exam Anxiety and Group Flash Technique

Resumo

Background: This study explores the impact of the Group Flash Technique on reducing test anxiety among university students. Test anxiety, a prevalent issue in academic settings, negatively affects cognitive functions and academic performance. The Flash Technique, incorporates bilateral stimulation and positive imagery to address distressing memories without direct focus on the trauma. Methods: A single-session intervention was conducted with 35 undergraduate psychology students from Istanbul Gelişim University and Istanbul Bilgi University. Participants were assessed for test anxiety levels before and after the intervention using the Test Anxiety Inventory (TAI), Adverse Childhood Experiences Scale (ACE) andImpact of Events Scale (IES). During the session, participants engaged in a structured protocol combining eye movements, tapping, and positive memory recall to reduce Subjective Units of Distress (SUD) scores related to test anxiety. Results: The mean age of the participants included in the study was 26.71 (9.43) years and 85.7% (n=30) were female. The change in IES-R; Hyperarousal (F=6.238, p=0.018, η²=0.155), TAI; Anxiety (F=7.494, p=0.010, η²=0.181), Affectivity (F=5.347, p=0.027, η²=0.136),Total (F=7.111, p=0.012, η²=0.173), scores were determined to be statistically significantly lower compared to the before the application. Conclusion: This pilot study highlights the Flash Technique’s feasibility as an effective, safe, group-based intervention for managing test anxie

Tipo

Artigo

Área

Psicologia

Ano

2025

Idioma

Inglês

Páginas

8

Licença

CC BY

DOI

10.63175/tjts.12

Como citar (ABNT)

YAŞAR, Alişan Burak et al.. Impact of Group Flash Technique on Reducing Exam Anxiety in Students. Turkish Journal of Traumatic Stress, v. 1, n. 1, p. 29-36, 2025. DOI: 10.63175/tjts.12.