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E-ISSN : 2733-4538
비디오 피드백은 사회불안장애의 치료에 유용하며, 인지적 준비절차는 비디오 피드백의 효과를 증진시키는 것으로 알려져 있다. 본 연구는 우울수준과 인지적 준비절차가 비디오 피드백으로 인한 발표불안 감소 정도에 미치는 효과를 검증하고자 수행되었다. 발표불안수준이 높은 60명의 대학생들을 우울수준에 따라 고저로 나눈 후, 각 집단의 반은 인지적 준비절차를, 나머지 반은 중립적 준비절차를 제공받았다. 연구 결과, 모든 종속측정치들에서 비디오 피드백의 처치 효과가 유의미하였다. 또한 예기불안, 불안관찰 가능성 및 불안관찰에 대한 부담 평정치 등 대부분의 종속측정치에서 우울수준에 따라 비디오 피드백의 효과가 차별적이었다. 그러나 예상과 달리, 우울수준은 준비절차의 유형에 상관없이 비디오 피드백 처치 후의 발표불안 변화에 유의미한 영향을 미치는 것으로 밝혀졌다. 이 결과들은 발표불안에 대한 비디오 피드백의 처치효과가 발표불안반응에 대한 다양한 종속측정치들에 확장되어 나타날 수 있음을 지지해 주며, 비디오 피드백이 일반적으로 우울수준이 낮은 발표불안 참가자들에게 더 효과적일 가능성이 높음을 시사해 준다.
Video feedback has been shown to be useful in the treatment of social anxiety disorder and cognitive preparation may enhance the beneficial effect of video feedback. The present study purported to examine the effects of depression and cognitive preparation on public speaking anxiety reduction following video feedback. 60 speech anxious undergraduate students with high and low depression were asked to present a speech before a video camera and received video feedback of their speech. Half of the participants received cognitive preparation prior to the video feedback, whereas the other half received neutral preparation prior to the video feedback. The effects of video feedback were found to be significant on all dependent measures including ratings of behavioral and somatic response aspects of public speaking anxiety, self-perception of performance, anticipatory anxiety, and likelihood/cost estimate for anxiety appearance was supported. Also, as expected, video feedback produced less beneficial effects for participants with high depression than those with low depression on most of the measures including those of anticipatory anxiety and likelihood/cost estimates for anxiety appearance. However, the cognitive preparation condition was not different from the neutral preparation condition in the effects of depression. The results provide support for conducting video feedback for public speaking anxiety in that they can extend the effects of video feedback by showing that these effects generalized to the measures of anticipatory anxiety and perceived social threat. Moreover, these findings suggest that video feedback in general is more likely to be helpful to speech anxious participants with low depression.
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