Test Anxiety

Academic anxiety is one of the most prevalent psychological challenges among adolescents and has been associated with impaired executive functioning, attentional control, autonomic dysregulation, and reduced creative performance. Although neurofeedback and audiovisual entrainment have independently demonstrated beneficial effects on neural self-regulation, evidence regarding their integration within an adaptive closed-loop intervention remains limited. This multicenter, parallel-group, randomized controlled trial aims to evaluate the efficacy of an Audiovisual Entrainment Neurofeedback (AVE-NFB) system for improving neural self-regulation, reducing academic anxiety, enhancing autonomic regulation, and promoting divergent thinking among senior high school students. A total of 120 participants recruited from two school centers will be randomly allocated to one of four intervention groups: Combined AVE-Neurofeedback, Neurofeedback Only, Audiovisual Entrainment Only, or Sham Control. Each participant will complete six intervention sessions over a six-week intervention period. During every session, brain activity will be continuously acquired using the Muse S Athena wearable electroencephalography (EEG) headset (256 Hz sampling rate). Following a standardized 5-minute resting calibration (3 minutes eyes closed and 2 minutes eyes open), the system will estimate each participant's individualized resting alpha activity (8-12 Hz). The neurofeedback engine continuously monitors alpha-band power from the bilateral frontal (AF7 and AF8) and temporoparietal (TP9 and TP10) electrodes. Positive audiovisual reinforcement is automatically activated whenever the participant maintains alpha power above the individualized reinforcement threshold for at least 2 seconds while satisfying artifact-quality criteria. Reinforcement is automatically attenuated or suspended whenever alpha activity falls below the threshold or excessive ocular or motion artifacts are detected, thereby establishing a fully adaptive closed-loop reinforcement process based on operant conditioning principles. Outcome assessments will be performed at baseline, immediately after completion of the intervention, one week after the intervention, and one month after the intervention. Primary neural outcomes will include resting-state absolute alpha power measured using Muse S Athena EEG. Secondary outcomes will include academic anxiety assessed using the Spielberger Test Anxiety Inventory (TAI), autonomic regulation assessed using Heart Rate Variability using the Root Mean Square of Successive Differences (RMSSD), and divergent thinking assessed using the Alternative Uses Task (AUT).

The aim of this study is to investigate whether an Internet-based EMDR Flash intervention can help reduce exam anxiety among university students. Participants will utilize the online SKY-Flash program and report their levels of exam anxiety at pre-intervention, post-intervention, and follow-up assessments. In addition, the study will collect feedback regarding participants' overall experiences with the program. The primary objective is to determine whether SKY-Flash constitutes a practical and effective approach to reducing exam anxiety among students, while also exploring their perceptions of the intervention.

This study aims to examine the effects of breathing exercises administered to associate degree students on test anxiety and academic achievement. Primary Research Question: Do breathing exercises administered to associate degree students reduce test anxiety and improve academic achievement? Researchers will compare the effects of breathing exercises on test anxiety and academic achievement by using a control group (no breathing exercise intervention) and an intervention group. Participants: All students from a vocational school who consent to participate will be administered the Westside Test Anxiety Scale. Students with high anxiety scores will be assigned to the intervention group. The intervention group will receive breathing exercise training delivered by a certified Breathing Coach (the researcher). Breathing exercises will be conducted for 40 minutes per week, over a 6-week period. Students will be asked to maintain a breathing exercise log. Following the end-of-term examinations, data collection forms will be re-administered and results will be compared between pre- and post-intervention assessments.

This study aims to investigate the effect of mandala coloring activity on test anxiety of nursing students.

This study was planned to examine the effects of aromatherapy applied to children aged 9-12 on exam anxiety, attention deficit and academic success. The study was conducted as single blind. Hypotheses of the Study H1: Children given lemon aroma with an aromatherapy diffuser have higher Burdon Attention Test mean scores than children in the placebo group; H1.1. Burdon Attention Test mean scores are higher. H1.2. Westside Exam Anxiety mean scores are lower. H2: Children given lavender aroma with an aromatherapy diffuser have higher Burdon Attention Test mean scores than children in the placebo group; H2.1. Burdon Attention Test mean scores are higher. H2.2. Westside Exam Anxiety mean scores are lower. H3: Children given lavender aroma with an aromatherapy diffuser have lower Westside Exam Anxiety mean scores than children given lemon aroma; H3.1. Westside Exam Anxiety mean scores are lower. H3.2. Burdon Attention Test mean scores are higher.