NCT05481099

Reducing Test Anxiety in High School Students

Efficacy of a Cognitive Behavioural-based Intervention in Reducing Test Anxiety in High School Students: a Pilot Cluster Randomized Controlled Trial

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 519 (actual)
• Sponsor: Agrupamento de Centros de Saúde de Dão Lafões · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Accepted

Summary

School-age test anxiety is an important risk factor for school performance. Notwithstanding, few studies seek to identify which strategies are effective in improving test anxiety. This study aimed to test whether a cognitive-behavioural intervention for high school students could significantly reduce test anxiety. A two-arm, cluster-randomized controlled, unblinded, parallel, trial was conducted. Participants were students of the 10th year of the Alves Martins High School in Viseu, Portugal. Students were randomized at class level to receive a cognitive-behavioural-based intervention combined with mindfulness, psychoeducation, and relaxation techniques, or to a control group with no intervention. Participants' anxiety levels were measured using the Test Anxiety Questionnaire. The analysis of the effect of the intervention was carried out on an intention-to-treat basis at the class level, using multilevel mixed effects models and Bayesian modelling.

Conditions

• Test Anxiety

Interventions

Type	Name	Description
BEHAVIORAL	Intervention	Cognitive-behavioural-based intervention combined with mindfulness (attention focus), psychoeducation, and relaxation techniques (short version of Jacobson's progressive relaxation, breathing exercises)

Timeline

• Start date: 2019-12-01
• Primary completion: 2020-03-10
• Completion: 2020-03-10
• First posted: 2022-08-01
• Last updated: 2022-08-01

Locations

1 site across 1 country: Portugal