NCT03610542

School-based Interventions for Test Anxiety in Adolescents

Reducing Clinical Anxiety in Adolescents Through Selective Intervention

• Status: Unknown
• Phase: N/A
• Study type: Interventional
• Enrollment: 400 (estimated)
• Sponsor: Liverpool John Moores University · Academic / Other
• Sex: All
• Age: 14 Years – 16 Years
• Healthy volunteers: Accepted

Summary

This study evaluates the clinical and cost effectiveness of test anxiety as a form of selective prevention for clinical anxiety. Participants will be randomly allocated to cognitive behavioural therapy without booster sessions, cognitive behavioural therapy with two booster sessions, or a no intervention control.

Detailed description

Test anxiety affects a substantial proportion of adolescents, who show an increased risk of suicide, and of developing clinical anxiety and poor mental health. Externally resourced school-based cognitive behavioural therapy (CBT) interventions have been shown to be effective in treating test anxiety. Intervening in test anxiety, a sub-clinical anxiety, may prevent anxieties from developing into a clinical disorder. The primary outcomes are test anxiety, clinical anxiety, and wellbeing, measured at baseline, post-intervention, and 6 and 12-month follow-up. In addition, to identify treatment mechanisms additional measures are taken of uncertain control, metacognition, and emotional regulation.

Conditions

• Anxiety

Interventions

Type	Name	Description
BEHAVIORAL	Triggers for anxiety	Students learn about different triggers for anxiety, what the signs and indicators of anxiety are, and identify their own triggers for anxiety
BEHAVIORAL	Identifying and challenging negative thoughts	Students learn about the types of unrealistic thoughts that underpin anxiety and how anxiety can be reduced with more realistic thoughts. Students identify their own unrealistic thoughts that contribute to anxiety and what more realistic thoughts can be used.
BEHAVIORAL	Relaxation	Students are taught to relax through (1) breathing exercises, (2) progressive muscle relaxation, and (3) imagery. Student practice these techniques.
BEHAVIORAL	Goal Setting	Students learn how to set goals, monitor goal progress, and check when goals have been achieved. Students then identify their own goals.
BEHAVIORAL	Overcoming avoidance	Students identify ways that they avoid anxiety-provoking situations (e.g., procrastinating exam study). Students develop plans for exposure to anxiety-provoking situations and learn study strategies to build confidence.

Timeline

• Start date: 2021-09-01
• Primary completion: 2023-06-01
• Completion: 2024-12-01
• First posted: 2018-08-01
• Last updated: 2020-09-04