Abstract
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 anxiety. Future research should examine its application with clinical populations and assess long-term effects through multi-session protocols.
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 anxiety. Future research should examine its application with clinical populations and assess long-term effects through multi-session protocols.
| Original language | English |
|---|---|
| Pages (from-to) | 29-36 |
| Journal | Turkish Journal of Traumatic Stress |
| Volume | 1 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2025 |
| Externally published | Yes |
Keywords
- Exam anxiety
- test anxiety
- flash technique
- group-based intervention