The evaluation of a brief intervention to reduce test anxiety in adolescents: A randomized control trial

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Reference

Yale-Soulière G, Campeau G, Turgeon L, Goulet J. (2024). The evaluation of a brief intervention to reduce test anxiety in adolescents: A randomized control trial. Current Psychology, 43, 30760-30775.

Abstract

Test anxiety is a problem affecting more and more adolescents and leading to significant negative consequences (Putwain & Daly, Educational Studies, 40(5), 554–570, 2014; von der Embse et al., Journal of Affective Disorders, 227, 483–493, 2018; von der Embse et al., School Psychology, 36(2), 86–96, 2021). However, few programs have been developed to target test anxiety in school settings among adolescents (Ergene, School Psychology International, 24(3), 313–328, 2003; von der Embse et al., Psychology in the Schools, 50(1), 57–71, 2013a). Thus, this study aims to evaluate the effectiveness of the Pastel intervention program in a randomized control trial, based on a cognitive-behavioral based approach combined with study skills to reduce test anxiety in adolescents. The pretest, posttest, and six-month follow-up effects of the program on test anxiety (primary outcome), as well as on secondary outcomes (social anxiety, generalized anxiety, depressive symptoms, and academic self-efficacy) were assessed. This study was carried out with 48 adolescents aged 14 to 17 years, from five private or public schools. The results indicated a medium effect on test anxiety between the pretest and posttest, and a low effect between the pretest and the six-month follow-up. The program also appeared to have an impact on some short-term and long-term secondary outcomes, such as social anxiety and depression symptoms. This study adds to the literature on test anxiety in adolescents by proposing an innovative and promising program to reduce symptoms associated with test anxiety and related issues.

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