School-based Interventions for Test Anxiety in Adolescents

Summary

This study evaluates the clinical and cost effectiveness of test anxiety as a form of selective prevention for clinical anxiety. Participants will be randomly allocated to cognitive behavioural therapy without booster sessions, cognitive behavioural therapy with two booster sessions, or a no intervention control.

Conditions

• Anxiety

Interventions

BEHAVIORAL

Triggers for anxiety

Students learn about different triggers for anxiety, what the signs and indicators of anxiety are, and identify their own triggers for anxiety

BEHAVIORAL

Identifying and challenging negative thoughts

Students learn about the types of unrealistic thoughts that underpin anxiety and how anxiety can be reduced with more realistic thoughts. Students identify their own unrealistic thoughts that contribute to anxiety and what more realistic thoughts can be used.

BEHAVIORAL

Relaxation

Students are taught to relax through (1) breathing exercises, (2) progressive muscle relaxation, and (3) imagery. Student practice these techniques.

BEHAVIORAL

Goal Setting

Students learn how to set goals, monitor goal progress, and check when goals have been achieved. Students then identify their own goals.

BEHAVIORAL

Overcoming avoidance

Students identify ways that they avoid anxiety-provoking situations (e.g., procrastinating exam study). Students develop plans for exposure to anxiety-provoking situations and learn study strategies to build confidence.

Sponsors & Collaborators

• Wellcome Trust

  collaborator OTHER

• Manchester University

  collaborator UNKNOWN

• Leeds University

  collaborator UNKNOWN

• Liverpool John Moores University

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

14 Years

Max Age

16 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2021-09-30

Primary Completion

2023-06-30

Completion

2024-12-31