Background: test anxiety is one of the most common mental disorders in
adolescence, and according to the theories, among the psychological behaviors that
appear alongside this emotion are perfectionism and aggression, according to the
evidence of the role of mental health in adolescence in The educational and future
careers of these people is very esential.
Aim: The purpose of the present study is to compare the effectiveness of group
Schema therapy and cognitive bias modification towards signs of threat on
perfectionism, anxiety and aggression of high school boys with test anxiety.
Methodology: The current research was applied in terms of purpose and in terms
of the method of collecting experimental data, it was a semi-experimental type with
a post-test and pre-test design with two experimental groups and a control group.
The statistical population of the present study includes all male high school students
of Abadan city in the academic year of 1401-1402. In the selection phase, 45
students were selected voluntarily from among the students who scored at least 37
from the Ahvaz test anxiety questionnaire (Abolghasmi et al., 1374), then the
schema therapy group took 8 sessions a month, two sessions each week, under the
schema therapeutic protocol, And the cognitive bias modification experimental
group also performed the task of cognitive bias modification with Probe Dot for 8
sessions during one month, two sessions every week, and the control group
(waiting) was not affected by any intervention and after the course .
Conclusions: The results of the research showed that both schema therapy and
cognitive bias modification were effective in reducing perfectionism, anxiety and
aggression of students with test anxiety, and at the same time, the effectiveness of
group schema therapy on the dependent variables mentioned in It was more
significant than the cognitive bias modification model. it can be concluded that
these two treatment models can be used to reduce the mentio