Effectiveness of group EMDR (G-TEP) focused intervention program on self-regulated learning and PTSD symptoms of university students with traumatic experiences related to academic life
Description
Background
Traumatic experiences are likely to affect one’s learning ability negatively. In school settings, it is essential to provide psychological support to the number of students in limited time to improve their learning performance. Therefore, the effectiveness of G-TEP informed protocol specifically developed and investigated in this study which is the first PhD thesis on G-TEP and learning in school settings.
Aims
Investigate the effectiveness of the G-TEP focused intervention program for increasing self-regulated learning and decrease the post-traumatic symptoms of university students with past traumatic experiences related to academic life.
Methods
Experimental Group received G-TEP focused intervention program for increasing self-regulated learning. Control group did not receive any intervention. To investigate the effectiveness of the program Self-Regulated Learning Scale and Impact of Events Scale-Revised are used. The effectiveness of the program is analysed utilising ANCOVA and Wilcoxon Signed Rank Tests.
Results
Experimental group post-test scores are significantly higher than the pre-test scores on subscales named as forethought (Z=-2.124, p<0.05), performance (Z=-2.366, p<0.05) and self-reflection (Z=-2.207, p<0.05) of the Self-Regulated Learning Scale. Experimental Group for Impact-of-Event Scale showed a statistically significant decrease for re-experiencing (Z=-2.371, p<0.05), arousal (Z=-2.201, p<0.05), and general total (Z=-2.371, p<0.05) between pre-test and post-test.
Conclusion
G-TEP focused intervention program seems to be useful to increase self-regulated learning and to decrease post-traumatic stress symptoms.
Traumatic experiences are likely to affect one’s learning ability negatively. In school settings, it is essential to provide psychological support to the number of students in limited time to improve their learning performance. Therefore, the effectiveness of G-TEP informed protocol specifically developed and investigated in this study which is the first PhD thesis on G-TEP and learning in school settings.
Aims
Investigate the effectiveness of the G-TEP focused intervention program for increasing self-regulated learning and decrease the post-traumatic symptoms of university students with past traumatic experiences related to academic life.
Methods
Experimental Group received G-TEP focused intervention program for increasing self-regulated learning. Control group did not receive any intervention. To investigate the effectiveness of the program Self-Regulated Learning Scale and Impact of Events Scale-Revised are used. The effectiveness of the program is analysed utilising ANCOVA and Wilcoxon Signed Rank Tests.
Results
Experimental group post-test scores are significantly higher than the pre-test scores on subscales named as forethought (Z=-2.124, p<0.05), performance (Z=-2.366, p<0.05) and self-reflection (Z=-2.207, p<0.05) of the Self-Regulated Learning Scale. Experimental Group for Impact-of-Event Scale showed a statistically significant decrease for re-experiencing (Z=-2.371, p<0.05), arousal (Z=-2.201, p<0.05), and general total (Z=-2.371, p<0.05) between pre-test and post-test.
Conclusion
G-TEP focused intervention program seems to be useful to increase self-regulated learning and to decrease post-traumatic stress symptoms.
Format
Conference
Language
English
Original Work Citation
Zat, Z., & Eryilmaz, A. (2021, June). Effectiveness of group EMDR (G-TEP) focused intervention program on self-regulated learning and PTSD symptoms of university students with traumatic experiences related to academic life. Presentation at the 20th EMDR Europe Association Conference, Virtual
Collection
Citation
“Effectiveness of group EMDR (G-TEP) focused intervention program on self-regulated learning and PTSD symptoms of university students with traumatic experiences related to academic life,” Francine Shapiro Legacy Library, accessed December 13, 2025, https://francineshapirolibrary.omeka.net/items/show/26984.