Article Sidebar

Submitted
Sep 22, 2020
Accepted
Feb 27, 2021
Published
Jun 1, 2022
Download
PDF (Bahasa Indonesia)
Statistic
Read Counter : 572 Download : 877

Downloads

Download data is not yet available.

Main Article Content

Abstract

Worry as a component in academic anxiety affects student’s apprehension of situations or outcomes as threatening. Student migrants are prone to worries during their academic life. Reducing worry and increasing optimism to academic situations become an effort to help student migrants complete their education. This study aims to evaluate the effectiveness of Cognitive Behavioral Therapy (CBT) delievered in group and through teleconference settings to reduce worry and increase optimism of student migrants with academic anxiety issues. The therapies were conducted to a group of six students for five sessions with three times measurement used The Student Worry Questionnaire and Life Orientation Test-Revised (LOT-R). This study was analyzed descriptively through changes in each measurement result and qualitative analysis obtained from observations and interviews. The results showed a significant reduction in worry although the change in optimism is less observed. The qualitative evaluation further demonstrated the dynamics that occurred between before and after treatment. This study suggested that group CBT has a good potential in reducing worry among student migrants with academic anxiety problems.

Keywords

cbt college students group therapy optimism worry kekhawatiran mahasiswa optimisme terapi kelompok

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Luzanil, S. T., & Menaldi, A. (2022). The effectiveness of cognitive behavioral group therapy for academic anxiety problems of student migrants . Jurnal Psikologi Ulayat, 9(1), 94–115. https://doi.org/10.24854/jpu221

References

  1. Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96.https://doi:10.1016/j.jad.2014.10.054
  2. Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395-406. https://doi.org/10.1037/edu0000219
  3. Carver, C. S., & Scheier, M. F. (2014). Dispositional optimism. Trends in Cognitive Sciences, 18(6), 293-299. https://doi.org/10.1016/j.tics.2014.02.003
  4. Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889. https://doi.org/10.1016/j.cpr.2010.01.006
  5. Cully, J. A., & Teten, A. L. (2008). A therapist’s guide to brief cognitive behavioral therapy. Department of Veterans Affairs South Central MIRECC.
  6. Dewinta, P., & Menaldi, A. (2018). Cognitive behavior therapy for generalized anxiety disorder: A case study of arrhythmia patient. Humaniora, 9(2), 161-171. https://doi.org/10.21512/humaniora.v9i2.4715
  7. DordiNejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., Daghighi, M. S., & Bahrami, N. (2011). On the relationship between test anxiety and academic performance. Procedia-Social and Behavioral Sciences, 15, 3774-3778. https://doi.org/10.1016/j.sbspro.2011.04.372
  8. Earley, J. (2013). Interactive group therapy: Integrating, interpersonal, action-orientated and psychodynamic approaches. Routledge.
  9. El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, self-esteem, optimism, and pessimism in Kuwaiti students. Social Behavior and Personality: An International Journal, 33(1), 95-104. https://doi.org/10.2224/sbp.2005.33.1.95
  10. Fitri, R., & Kustanti, E. R. (2018). Hubungan antara efikasi diri akademik dengan penyesuaian diri akademik pada mahasiswa rantau dari Indonesia bagian timur di Semarang. Empati, 7(2), 491-501.
  11. Fonagy, P., Campbell, C., & Bateman, A. (2017). Mentalizing, attachment, and epistemic trust in group therapy. International Journal of Group Psychotherapy, 67(2), 176-201. https://doi.org/10.1080/00207284.2016.1263156
  12. Forsyth, D. R. (2018). Group dynamics (7th ed.). Cengage Learning.
  13. Gravetter, F. J., & Forzano, L. B. (2011). Research methods for the behavioral sciences (4th ed.). Cengage Learning.
  14. Hadwin, J. A., & Richards, H. J. (2016). Working memory training and CBT reduces anxiety symptoms and attentional biases to threat: A preliminary study. Frontiers in Psychology, 7(47), 1-12. https://doi.org/10.3389/fpsyg.2016.00047
  15. Hooda, M., & Saini, A. (2017). Academic anxiety: An overview. International Journal of Education and Applied Sciences, 8(3), 807-810. https://10.5958/2230-7311.2017.00139.8
  16. Kato, T., Asnan, G., & Iwata, A. (2005). Adat Minangkabau dan merantau dalam perspektif sejarah. Balai Pustaka.
  17. Li, R. Y., & Kaye, M. (1998). Understanding overseas students’ concerns and problems. Journal of Higher Education Policy and Management, 20(1), 41-50. https://doi.org/10.1080/1360080980200105
  18. Limono, S. (2013). Terapi kognitif dan relaksasi untuk meningkatkan optimisme pada pensiunan universitas X. Calyptra, 2(1), 1-20.
  19. Lun, K. W., Chan, C. K., Ip, P. K., Ma, S. Y., Tsai, W. W., Wong, C. S., Wong, C., Wong, T.W., & Yan, D.H. (2018). Depression and anxiety among university students in Hong Kong. Hong Kong Medical Journal, 24(5), 466-472. https://10.12809/hkmj176915
  20. Musthofawi, A. (2019). Hubungan antara optimisme dan self-esteem pada mahasiswa program diploma III kebidanan. SEAJOM: The Southeast Asia Journal of Midwifery, 5(1), 1-13. https://doi.org/10.36749/seajom.v5i1.40
  21. Osman, A., Gutierrez, P. M., Downs, W. R., Kopper, B. A., Barrios, F. X., & Haraburda, C. M. (2001). Development and psychometric properties of the student worry questionnaire–30. Psychological Reports, 88(1), 277-290. https://doi.org/10.2466/pr0.2001.88.1.277
  22. Ottens, A. J. (1991). Coping with academic anxiety. Rosen Publishing Group.
  23. Padmaratri, L. (2020). Lebih dari 60.000 Mahasiswa Saat Ini Memilih Meninggalkan Jogja. Harianjogja.com. https://jogjapolitan.harianjogja.com/read/2020/08/02/510/1046059/lebih-dari-60.000-mahasiswa-saat-ini-memilih-meninggalkan-jogja
  24. Pratiwi, P. C. (2017). Upaya peningkatan self-esteem pada dewasa muda penyitas kekerasan dalam pacaran dengan cognitive behavior therapy. Jurnal Psikologi Ulayat, 4(2), 141-159. https://doi.org/10.24854/jpu22017-101
  25. Reivich, K., Gillham, J. E., Chaplin, T. M., & Seligman, M. E. (2013). From helplessness to optimism: The role of resilience in treating and preventing depression in youth. Dalam S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (hal. 201-214). Springer.
  26. Riskind, J. H., Sarampote, C. S., & Mercier, M. A. (1996). For every malady a sovereign cure: Optimism training. Journal of Cognitive Psychotherapy, 10(2), 105-117.https://doi.org/10.1891/0889-8391.10.2.105
  27. Robertson, S. (2018). Friendship networks and encounters in student-migrants’ negotiations of translocal subjectivity. Urban Studies, 55(3), 538-553.https://doi.org/10.1177/0042098016659617
  28. Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implicationsof generalized outcome expectancies. Health Psychology, 4(3), 219-247.https://doi.org/10.1037/0278-6133.4.3.219
  29. Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: The benefits of being optimistic. Current Directions in Psychological Science, 2(1), 26-30.https://doi.org/10.1111/1467-8721.ep10770572
  30. Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67(6), 1063-1078. https://doi.org/10.1037/0022-3514.67.6.1063
  31. Seligman, L. D., & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and Adolescent Psychiatric Clinics of North America, 20(2), 217-238. https://doi.org/10.1016/j.chc.2011.01.003
  32. Singh, I., & Jha, A. (2013). Anxiety, optimism and academic achievement among students of private medical and engineering colleges: A comparative study. Journal of Educational and Developmental Psychology, 3(1). https://doi.org/10.5539/jedp.v3n1p222
  33. Situmorang, D. D., Mulawarman, M., & Wibowo, M. E. (2018). Comparison of the effectiveness of CBT group counseling with passive vs active music therapy to reduce millennials academic anxiety. International Journal of Psychology and Educational Studies, 5(3), 51-62. https://doi.org/10.17220/ijpes.2018.03.005
  34. Utami, D. D., & Setiawati, F. A. (2018). Makna hidup pada mahasiswa rantau: analisis faktor eksploratori skala makna hidup. Jurnal Penelitian Ilmu Pendidikan, 11(1), 29-39. https://doi.org/10.21831/jpipfip.v11i1.23796
  35. Westbrook, D., Kennerley, H., & Kirk, J. (2011). An introduction to cognitive behaviour therapy: Skills and applications (2nd ed.). SAGE.
  36. Wulandari, S. (2019). Intervensi kelompok menggunakan pendekatan kognitif-perilaku untuk menurunkan worry pada mahasiswa S1 Universitas Indonesia yang memiliki masalah kecemasan akademik. [Manuskrip tidak dipublikasikan]. Fakultas Psikologi, Universitas Indonesia.