Study aim: Comparing the effectiveness of mindfulness-based stress reduction therapy and emotion-focused therapy on test anxiety, self-efficacy, academic procrastination, and academic self-handicapping in ninth-grade male students with test anxiety Design: A controlled clinical trial with parallel groups, without blinding, randomized, on 60 patients. The rand function of Excel software will be used for randomization. Settings and conduct: The statistical population of the present study consists of all male students with exam anxiety in the ninth grade of Ahvaz who are studying in the academic year 2025-2026. In the sample selection stage, the convenience sampling method is used. After selecting the samples to a volume of 60 people based on the study's entry and exit criteria, the participants will be randomly assigned to three groups: "Mindfulness-Based Stress Reduction Therapy" (Intervention Group 1), "Emotion-Focused Therapy" (Intervention Group 2), and "Waiting List" (Control Group). Participants/Inclusion and exclusion criteria: Inclusion criteria: Ninth grade male students, scoring one standard deviation above the mean in test anxiety Exclusion criteria: Unwillingness to participate in the research, participating in other psychotherapy sessions Intervention groups: Intervention group 1: All individuals who will receive the mindfulness-based stress reduction therapy intervention. Intervention group 2: All individuals who will receive the emotion-focused therapy intervention. Control group: All individuals who will not receive any intervention. Main outcome variables: Test anxiety, self-efficacy, academic procrastination, academic self-handicapping