[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"test-anxiety\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:test-anxiety":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,53,80,105,136],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":32,"overallStatus":40,"whyStopped":4,"lastUpdateSubmitDate":41,"lastUpdatePostDateStruct":42,"startDateStruct":45,"completionDateStruct":47,"leadSponsor":49,"locationsCount":52},"100650162","ave-neurofeedback-for-academic-anxiety-and-divergent-thinking-100650162",false,"NCT07745335","AVE-Neurofeedback for Academic Anxiety and Divergent Thinking","Efficacy of a Multisensory Audiovisual Entrainment Neurofeedback for Academic Anxiety Regulation and Divergent Thinking: A Randomized Controlled Trial Study","AVE-NFB","Inclusion Criteria:\n\n* Senior high school students aged 15-18 years.\n* Elevated academic anxiety according to screening assessment.\n* Able to understand study procedures.\n* Willing to provide written informed consent (and parental consent where required).\n\nExclusion Criteria:\n\n* History of epilepsy or seizure disorders.\n* Neurological disorders.\n* Severe psychiatric disorders.\n* Current psychoactive medication affecting EEG activity.\n* Significant visual impairment incompatible with photic stimulation.\n* Previous neurofeedback training within the last six months.",true,"ALL","15 Years","18 Years",{"count":22,"type":23},120,"ESTIMATED","INTERVENTIONAL",[26],"NA","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.\n\nThis 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.\n\nEach 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.\n\nOutcome 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).",[29,30,31],"Academic Anxiety","Test Anxiety","Divergent Thinking",[33,34,35,36,37,38,39],"Closed-Loop Brain-Computer Interface","Neural Oscillation","Alpha-Band Neurofeedback","Neuroplasticity","Cognitive Enhancement","Adolescent Neuroscience","School-Based Intervention","NOT_YET_RECRUITING","2026-08-08",{"date":43,"type":44},"2026-08-11","ACTUAL",{"date":46,"type":23},"2026-08-25",{"date":48,"type":23},"2027-01-01",{"name":50,"class":51},"Daniswara Raditya Suprapto","OTHER",2,{"id":54,"slug":55,"hasResults":11,"nctId":56,"briefTitle":57,"officialTitle":58,"acronym":4,"eligibilityCriteria":59,"healthyVolunteers":11,"sex":18,"minAge":20,"maxAge":4,"enrollmentInfo":60,"targetDuration":4,"studyType":24,"phases":62,"briefSummary":63,"conditions":64,"keywords":65,"overallStatus":40,"whyStopped":4,"lastUpdateSubmitDate":71,"lastUpdatePostDateStruct":72,"startDateStruct":74,"completionDateStruct":76,"leadSponsor":78,"locationsCount":4},"100604808","internet-based-emdr-flash-intervention-for-test-anxiety-in-university-students-100604808","NCT07154329","Internet-Based EMDR Flash Intervention for Test Anxiety in University Students","Examining the Effect of Internet-Based EMDR Flash Intervention (SKY-Flash) on University Students' Test Anxiety Levels and User Experiences","Inclusion Criteria:\n\nVoluntary participation in the study Being older than 18 years and currently enrolled as a university student Having a valid e-mail address Having internet access (computer or mobile device) Scoring above the average on the Test Anxiety Scale Scoring below 15 on the Patient Health Questionnaire-9 (PHQ-9), based on established cutoff points\n\nExclusion Criteria:\n\nCurrently receiving psychological help from a psychologist, counselor, or psychiatrist Having any diagnosed psychiatric disorder",{"count":61,"type":23},168,[26],"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.",[30],[66,67,68,69,70],"Internet-based intervention","EMDR Flash","Psychological Well-Being","University Students","Randomized Controlled Trial","2025-09-03",{"date":73,"type":44},"2025-09-10",{"date":75,"type":23},"2026-03-15",{"date":77,"type":23},"2026-06-30",{"name":79,"class":51},"Tokat Gaziosmanpasa University",{"id":81,"slug":82,"hasResults":11,"nctId":83,"briefTitle":84,"officialTitle":84,"acronym":4,"eligibilityCriteria":85,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":86,"targetDuration":4,"studyType":24,"phases":88,"briefSummary":89,"conditions":90,"keywords":94,"overallStatus":40,"whyStopped":4,"lastUpdateSubmitDate":96,"lastUpdatePostDateStruct":97,"startDateStruct":99,"completionDateStruct":101,"leadSponsor":103,"locationsCount":4},"100604092","the-effects-of-breathing-exercises-administered-to-associate-degree-students-on-test-anxiety-and-academic-achievement-100604092","NCT07145021","The Effects of Breathing Exercises Administered to Associate Degree Students on Test Anxiety and Academic Achievement","Inclusion Criteria:\n\n* Vocational school students\n* Obtaining informed consent from students\n* No language, hearing, intellectual, or psychological impairments\n* Ability to speak and understand Turkish\n* Willingness to participate in the study\n\nExclusion Criteria:\n\n* Presence of any chronic disease\n* Use of any psychiatric medication",{"count":87,"type":23},60,[26],"This study aims to examine the effects of breathing exercises administered to associate degree students on test anxiety and academic achievement.\n\nPrimary Research Question:\n\nDo breathing exercises administered to associate degree students reduce test anxiety and improve academic achievement?\n\nResearchers 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.\n\nParticipants:\n\nAll students from a vocational school who consent to participate will be administered the Westside Test Anxiety Scale.\n\nStudents with high anxiety scores will be assigned to the intervention group.\n\nThe intervention group will receive breathing exercise training delivered by a certified Breathing Coach (the researcher).\n\nBreathing exercises will be conducted for 40 minutes per week, over a 6-week period.\n\nStudents will be asked to maintain a breathing exercise log.\n\nFollowing the end-of-term examinations, data collection forms will be re-administered and results will be compared between pre- and post-intervention assessments.",[91,30,92,93],"Breath Exercise","Higher Education Students","Academic Achievement",[95],"Breathing exercises, test anxiety, academic achievement, associate degree students, stress management, higher education","2025-08-27",{"date":98,"type":44},"2025-08-28",{"date":100,"type":23},"2025-09-22",{"date":102,"type":23},"2026-07",{"name":104,"class":51},"Istanbul University - Cerrahpasa",{"id":106,"slug":107,"hasResults":11,"nctId":108,"briefTitle":109,"officialTitle":110,"acronym":111,"eligibilityCriteria":112,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":113,"targetDuration":4,"studyType":24,"phases":115,"briefSummary":116,"conditions":117,"keywords":121,"overallStatus":125,"whyStopped":4,"lastUpdateSubmitDate":126,"lastUpdatePostDateStruct":127,"startDateStruct":129,"completionDateStruct":131,"leadSponsor":133,"locationsCount":135},"100569546","the-effect-of-mandala-coloring-activity-on-test-anxiety-100569546","NCT06695650","The Effect of Mandala Coloring Activity on Test Anxiety","Investigating the Effect of Mandala Coloring Activity on Test Anxiety: A Randomized Controlled Trial","Mandala","Inclusion Criteria:\n\n* Being a student enrolled in the Mental Health and Psychiatric Nursing course at the selected private university.\n* Proficiency in the Turkish language.\n* Having no physical disability that would hinder coloring activities.\n* Willingness to participate voluntarily.\n\nExclusion Criteria:\n\n* Students with psychological diagnoses such as anxiety or depression.\n* Students who do not fully complete the questionnaire\u002Fsurvey forms.\n* Students who neglect mandala coloring for two consecutive sessions.",{"count":114,"type":23},62,[26],"This study aims to investigate the effect of mandala coloring activity on test anxiety of nursing students.",[118,119,30,120],"Educational Problems","Anxiety","Mental Health",[122,123,124,70],"Test anxiety","Nursing education","Mandala coloring","RECRUITING","2025-02-26",{"date":128,"type":44},"2025-02-28",{"date":130,"type":44},"2024-12-02",{"date":132,"type":23},"2025-03-01",{"name":134,"class":51},"Nursemin ÜNAL",1,{"id":137,"slug":138,"hasResults":11,"nctId":139,"briefTitle":140,"officialTitle":140,"acronym":4,"eligibilityCriteria":141,"healthyVolunteers":11,"sex":18,"minAge":142,"maxAge":143,"enrollmentInfo":144,"targetDuration":4,"studyType":24,"phases":146,"briefSummary":147,"conditions":148,"keywords":152,"overallStatus":40,"whyStopped":4,"lastUpdateSubmitDate":154,"lastUpdatePostDateStruct":155,"startDateStruct":157,"completionDateStruct":159,"leadSponsor":161,"locationsCount":135},"100576937","the-effect-of-aromatherapy-applied-to-children-aged-9-12-on-exam-anxiety-attention-deficit-and-academic-success-100576937","NCT06791785","The Effect Of Aromatherapy Applied To Children Aged 9-12 On Exam Anxiety, Attention Deficit and Academic Success","Inclusion Criteria:\n\n* Must be between the ages of 9-12\n* Must have family permission to participate in the study\n* Must have children who can give consent to participate in the study\n\nExclusion Criteria:\n\n* Having a chronic disease related to the respiratory system\n* Being allergic to lemon or lavender aroma\n* Being a child with special needs\n* Being included in an Individualized Education Program (IEP)\n* Developing any problems during the application","9 Years","12 Years",{"count":145,"type":23},66,[26],"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.\n\nHypotheses 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.",[149,30,150,93,151],"Aromatherapy","Attention Deficits","Child",[151,30,153,93,149],"Attention Deficit","2025-01-19",{"date":156,"type":44},"2025-01-24",{"date":158,"type":23},"2025-02-01",{"date":160,"type":23},"2025-09-01",{"name":104,"class":51}]