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Cognitive Reappraisal Combined with Intentional Action: A Novel Approach to Alleviating Test Anxiety.

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Title: Cognitive Reappraisal Combined with Intentional Action: A Novel Approach to Alleviating Test Anxiety.
Authors: Zhou, Hongyu (AUTHOR), Zhou, Sihong (AUTHOR), Xu, Yang (AUTHOR), Li, Dan (AUTHOR), Li, Mingyang (AUTHOR), Tian, Yu (AUTHOR)
Source: Cognitive Therapy & Research. Dec2025, Vol. 49 Issue 6, p1281-1298. 18p.
Subjects: Test anxiety, Emotion regulation, Academic achievement, Cognitive load, Psychological adaptation, Action theory (Psychology), Cognitive restructuring therapy
Abstract: Purpose: Test anxiety is a widespread psychological condition that impairs students' mental well-being and academic performance. While individuals with test anxiety are often aware of the need for emotional regulation, their limited cognitive resources hinder their ability to regulate effectively. Addressing both the cognitive and emotional components of test anxiety, this study integrates two prominent emotion regulation strategies—cognitive reappraisal and expressive suppression—within the framework of intentional action. Method: Study 1 examines the intervention effects of emotion regulation strategies with a sample of 264 participants. Study 2 assesses the effects of emotion regulation training on the basis of the implementation intention paradigm with 260 participants. Both studies employ a seven-day intervention program, with participants' test anxiety levels measured through pre- and postintervention assessments. Results: The findings show that emotion regulation strategies alone have limited effectiveness in reducing test anxiety. However, when cognitive reappraisal was combined with the implementation intention paradigm—an approach that reduces cognitive resource consumption—anxiety was significantly alleviated. Expressive suppression had no significant effect. Combining both strategies produced results similar to those of cognitive reappraisal alone. Conclusion: Cognitive reappraisal, when paired with the implementation intention paradigm, is particularly effective at moderating test anxiety and reducing overall anxiety levels in students. This approach offers a promising solution for individuals with cognitive resource limitations and provides valuable insights for interventions targeting cognitive resource constraints in other domains. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cognitive Reappraisal Combined with Intentional Action: A Novel Approach to Alleviating Test Anxiety.
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  Data: <searchLink fieldCode="JN" term="%22Cognitive+Therapy+%26+Research%22">Cognitive Therapy & Research</searchLink>. Dec2025, Vol. 49 Issue 6, p1281-1298. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Test+anxiety%22">Test anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Action+theory+%28Psychology%29%22">Action theory (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+restructuring+therapy%22">Cognitive restructuring therapy</searchLink>
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  Data: Purpose: Test anxiety is a widespread psychological condition that impairs students' mental well-being and academic performance. While individuals with test anxiety are often aware of the need for emotional regulation, their limited cognitive resources hinder their ability to regulate effectively. Addressing both the cognitive and emotional components of test anxiety, this study integrates two prominent emotion regulation strategies—cognitive reappraisal and expressive suppression—within the framework of intentional action. Method: Study 1 examines the intervention effects of emotion regulation strategies with a sample of 264 participants. Study 2 assesses the effects of emotion regulation training on the basis of the implementation intention paradigm with 260 participants. Both studies employ a seven-day intervention program, with participants' test anxiety levels measured through pre- and postintervention assessments. Results: The findings show that emotion regulation strategies alone have limited effectiveness in reducing test anxiety. However, when cognitive reappraisal was combined with the implementation intention paradigm—an approach that reduces cognitive resource consumption—anxiety was significantly alleviated. Expressive suppression had no significant effect. Combining both strategies produced results similar to those of cognitive reappraisal alone. Conclusion: Cognitive reappraisal, when paired with the implementation intention paradigm, is particularly effective at moderating test anxiety and reducing overall anxiety levels in students. This approach offers a promising solution for individuals with cognitive resource limitations and provides valuable insights for interventions targeting cognitive resource constraints in other domains. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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