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IRCT20261017071459N1 IRCT 2026-10-30 Islamic Azad University The Effect of Mindfulness Training on Reducing Test Anxiety and Improving Quality of Life and Motivation Among Female Students A Study of the effectiveness of mindfulness-based stress reduction therapy on test anxiety, perceived stress, quality of academic life, and motivational beliefs of female students with test anxiety in ninth grade 2026-11-01 anticipated 40 Recruiting https://irct.ir/trial/94139 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: The statistical population for this study consists of all ninth-grade female students suffering from test anxiety who visit the counseling center of the General Directorate of Education during the study's designated timeframe. A convenience sampling method will be employed to select the sample. Following the selection of 40 participants—based on the study's inclusion and exclusion criteria—they will be randomly assigned to either the "Mindfulness-Based Stress Reduction" group (intervention group) or the "waiting list" group (control group). Randomization will be conducted using a permuted-block design with varying block sizes (4 and 6) by an independent statistician who is not involved in the study's implementation. The randomization sequence will be generated using the RAND function in Microsoft Excel and placed into opaque, sealed, and numbered envelopes to ensure that neither the researcher nor the participants are aware of the allocation sequence (allocation concealment). The envelopes will be opened—revealing the assigned group—only at the time each participant enters the study. To ensure the equivalence of baseline variables (such as anxiety level and age) between the two groups, their distribution will be examined during the statistical analysis phase. N/A Test Anxiety. Intervention 1: Intervention group: Mindfulness-Based Stress Reduction. Session duration: 90 minutes. Total number of sessions: 8. Session frequency: Two sessions per week. Therapeutic tools employed: This intervention focuses on developing the capacity for present-moment awareness, non-judgmental acceptance, and emotional regulation. Key components include: formal and informal mindfulness practices, the "three-minute breathing space" exercise, guided group discussions, and the identification of negative automatic thoughts related to examinations. The content of the sessions is structured as follows: Session 1: Introductions among participants, administration of pre-tests, explanation of the rationale behind mindfulness-based therapy, exploration of the concept of exam-related stress and its connection to thoughts and bodily reactions, and instruction in mindful breathing. Session 2: Introduction to the "body scan" practice to enhance awareness of physical sensations and the somatic signs of exam-related stress and anxiety. Session 3: Mindful sitting practices, focusing on the breath as an anchor for attention, and strategies for managing mental distractions during study and examinations. Session 4: Identification of negative automatic thought patterns, maladaptive academic beliefs, and catastrophic thinking regarding grades and exams; practicing the perspective of viewing thoughts as "mental events" rather than absolute facts. Session 5: Working with challenging emotions and stress, fostering emotional acceptance—rather than struggling against anxiety—and practicing the "three-minute breathing space" technique for use during moments of acute anxiety. Session 6: Examining the mind-body connection in the context of academic pressures and expectations (stemming from oneself, family, and school), and managing them through mindful awareness. Session 7: Integrating mindfulness practices into actual study situations and exam days, and developing a personalized self-care plan. Session 8: Consolidating what has been learned, reviewing key techniques to ensure the continuity of practice, administering a post-test, and scheduling a follow-up assessment. Intervention 2: Control group: The control group will not receive any intervention during the conduct of the study; however, to prevent threats to the study's internal validity—such as compensatory rivalry or demoralization—they will receive the intervention after the data collection phase. Undecided - It is not yet known if there will be a plan to make this available
public Nazanin Amirjani
Opposite Keshavarz Street, Farhang Shahr, Golestan Highway
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8421 n.amirjani@iau.ir Islamic Azad University scientific Nazanin Amirjani
Opposite Keshavarz Street, Farhang Shahr, Golestan Highway
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8421 n.amirjani@iau.ir Islamic Azad University Iran (Islamic Republic of) Ninth-grade girls, aged 14 to 15 Scoring one standard deviation above the mean on test anxiety 14 years 15 years Female Unwillingness to participate in the research A history of psychotic disorders, major depression, severe generalized anxiety disorders, or other clinical conditions requiring immediate medication or treatment. F41.1 Generalized anxiety disorder Treatment - Other Treatment - Other Intervention group: Mindfulness-Based Stress Reduction. Session duration: 90 minutes. Total number of sessions: 8. Session frequency: Two sessions per week. Therapeutic tools employed: This intervention focuses on developing the capacity for present-moment awareness, non-judgmental acceptance, and emotional regulation. Key components include: formal and informal mindfulness practices, the "three-minute breathing space" exercise, guided group discussions, and the identification of negative automatic thoughts related to examinations. The content of the sessions is structured as follows: Session 1: Introductions among participants, administration of pre-tests, explanation of the rationale behind mindfulness-based therapy, exploration of the concept of exam-related stress and its connection to thoughts and bodily reactions, and instruction in mindful breathing. Session 2: Introduction to the "body scan" practice to enhance awareness of physical sensations and the somatic signs of exam-related stress and anxiety. Session 3: Mindful sitting practices, focusing on the breath as an anchor for attention, and strategies for managing mental distractions during study and examinations. Session 4: Identification of negative automatic thought patterns, maladaptive academic beliefs, and catastrophic thinking regarding grades and exams; practicing the perspective of viewing thoughts as "mental events" rather than absolute facts. Session 5: Working with challenging emotions and stress, fostering emotional acceptance—rather than struggling against anxiety—and practicing the "three-minute breathing space" technique for use during moments of acute anxiety. Session 6: Examining the mind-body connection in the context of academic pressures and expectations (stemming from oneself, family, and school), and managing them through mindful awareness. Session 7: Integrating mindfulness practices into actual study situations and exam days, and developing a personalized self-care plan. Session 8: Consolidating what has been learned, reviewing key techniques to ensure the continuity of practice, administering a post-test, and scheduling a follow-up assessment. Control group: The control group will not receive any intervention during the conduct of the study; however, to prevent threats to the study's internal validity—such as compensatory rivalry or demoralization—they will receive the intervention after the data collection phase. Test Anxiety. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: Measurement will be conducted using Test Anxiety Inventory (Abolghasemi et al., 1375). Perceived Stress. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: Measurement will be conducted using the Perceived Stress Scale (Cohen et al., 1983). Academic Quality of Life. Timepoint: Measurement will be conducted using the Inley and Burke (1992) Academic Quality of Life Questionnaire. Method of measurement: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Motivational Beliefs. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: Measurement will be conducted using the Motivational Beliefs Questionnaire by Pintrich and DeGroot (1990). Islamic Azad University Approved 2026-10-13 Ethics Committee of the Islamic Azad University, Ahvaz Branch Opposite Keshavarz Street, Farhang Shahr, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)