This study investigates the effects of breathing exercises on exam anxiety, attention, and academic achievement in students preparing for university entrance exams. University entrance exams are significant milestones in students' educational and career paths, often causing high levels of stress and anxiety. These psychological pressures can negatively impact learning, focus, and overall academic performance.
The study will involve students who volunteer to participate and meet the inclusion criteria. Participants will be guided through structured breathing exercises designed to reduce stress and enhance concentration. The program will be conducted over several sessions, during which students will practice specific breathing techniques under supervision.
Primary outcomes of the study include the assessment of changes in exam anxiety levels, attention, and academic performance. Secondary outcomes may include students' self-reported stress management skills and overall well-being. Data will be collected using validated questionnaires, attention tests, and academic performance records.
The purpose of this research is to determine whether regular practice of targeted breathing exercises can provide practical benefits for students, helping them manage anxiety, improve focus, and achieve better academic outcomes. Findings from this study may also offer guidance for educators, parents, and healthcare providers on effective, low-cost interventions to support students during high-pressure academic periods.
Participants are encouraged to follow instructions carefully and attend all sessions to gain the full benefit of the intervention. Participation is voluntary, and students can withdraw at any time without any negative consequences. Confidentiality of all collected data will be strictly maintained.
By contributing to this research, participants will help advance understanding of non-pharmacological methods to improve student mental health and academic performance, potentially shaping future educational and stress-management programs.
12th grade students
Obtaining consent from both parents and students
No language, hearing, intellectual, or psychological disabilities
Able to speak and understand Turkish
Presence of any chronic disease
Presence of any heart disease
Currently using any psychiatric medication
Parallel
Breathing Exercises
BehavioralBreathing Exercises This intervention
Attention Levels
Students' attention levels will be assessed using the Bourdon Attention Test or a similar standardized attention assessment tool. The change in attention scores from baseline to post-intervention will be evaluated.
Exam Anxiety
The level of exam-related anxiety will be assessed using the Westside Test Anxiety Scale (WTAS). This scale ranges from 1 to 5, with higher scores indicating greater levels of test anxiety. Higher scores reflect higher levels of exam anxiety, while lower scores reflect lower levels. Although no fixed cut-off point exists, when applied to larger groups, students scoring +1 standard deviation and above may be considered as having high exam anxiety, whereas those scoring -1 standard deviation and below may be considered as having low exam anxiety. The primary outcome is the change in anxiety scores from baseline to post-intervention.
Academic Achievement
Academic performance will be measured using students' exam scores or school grades. Scores range from 0 to 100, with higher scores indicating better academic achievement. The change in academic achievement from baseline to post-intervention will be assessed.
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