[A Cognitive Behavioural-Based Intervention in Reducing Test Anxiety in High School Students: A Pilot Cluster...

Area of Science:

• Psychology
• Education
• Clinical Psychology

Background:

• Test anxiety is a significant risk factor for academic performance in school-aged children.
• Limited research exists on effective strategies to mitigate test anxiety.
• This study addresses the need for evidence-based interventions to support students experiencing test anxiety.

Purpose of the Study:

• To evaluate the efficacy of a cognitive-behavioural intervention in reducing test anxiety among high school students.
• To determine if a multi-component intervention including mindfulness, psychoeducation, and relaxation techniques can significantly lower test anxiety levels.
• To identify potential moderators of intervention effectiveness, such as gender.

Main Methods:

• A two-arm, cluster-randomized controlled trial was conducted with 10th-grade students.
• Participants were randomized by class to receive either the cognitive-behavioural intervention or a control condition.
• Anxiety levels were measured using the Test Anxiety Questionnaire, with analysis employing multilevel mixed effects and Bayesian models.

Main Results:

• The cognitive-behavioural intervention significantly reduced overall test anxiety (d = 0.81).
• The intervention demonstrated greater effectiveness in reducing the worry component (d = 0.76) compared to the emotionality component (d = 0.63) of test anxiety.
• Male gender was associated with smaller reductions in anxiety levels.

Conclusions:

• A tailored cognitive-behavioural intervention, integrating mindfulness, psychoeducation, and relaxation, proved effective in decreasing test anxiety.
• The findings support the use of this intervention to improve psychological well-being and academic outcomes for students.
• Further research may explore gender-specific adaptations to maximize intervention benefits.