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IRCT20250702066337N1 IRCT 2025-08-15 Islamic Azad University Studying the effectiveness of emotion-focused therapy on test anxiety, academic self-efficacy, and academic resilience Studying the effectiveness of emotion-focused therapy on test anxiety, academic self-efficacy, academic resilience, and rumination in students 2025-09-21 anticipated 60 Complete https://irct.ir/trial/85208 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, participants (sixth grade female students with clinical symptoms of test anxiety) were randomly assigned to two intervention groups (emotion-focused therapy) and control groups (recipients of the usual school intervention) using the RAND function in Excel software (or a random number table) after initial screening and meeting the entry requirements, Blinding description: Blinding: Due to the nature of the intervention (emotion-focused therapy), blinding of participants or therapists is not possible. However, efforts will be made to ensure that outcome assessors are unaware of the group to which participants are assigned. This will be done by separating the assessors from the treatment process and concealing information about the treatment group from them. N/A Exam anxiety. Intervention 1: Intervention group: Emotion-focused therapy is a psychotherapy approach that focuses on identifying, experiencing, regulating, and changing emotions as the primary agents of change in treatment. In this study, EFT is used as an educational intervention to reduce test anxiety and improve its associated variables (self-efficacy, resilience, rumination) in female students. EFT is likely to include components such as emotion awareness training, emotion regulation, cognitive restructuring, and behavioral exercises. Intervention 2: Control group: The purpose of having a control group is to provide a basis for comparison. By comparing the results of the group receiving EFT (the intervention group) with the group not receiving EFT (the control group), researchers can assess whether EFT is effective in improving the variables of interest (test anxiety, academic self-efficacy, academic resilience, and rumination). Typically, the control group either receives no intervention (the waitlist control group) or receives another intervention, known as standard treatment or control treatment. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is No further information available.
public Sasan Bavi
Islamic Azad University Ahvaz Branch، Farhangshahr، Golestan Highway
Ahvaz Iran (Islamic Republic of) 3733361349 +98 916 607 5133 info@iauahvaz.ac.ir Islamic Azad University scientific Sasan Bavi
Islamic Azad University Ahvaz Branch، Farhangshahr، Golestan Highway
Ahvaz Iran (Islamic Republic of) 3733361349 +98 916 607 5133 info@iauahvaz.ac.ir Islamic Azad University Iran (Islamic Republic of) Sixth grade female students in Ahvaz city Clinical diagnosis of test anxiety syndrome Obtaining informed consent from students and their parents to participate in the study 10 years 15 years Female Parental divorce Drug addiction F41.1 Generalized anxiety disorder N/A N/A Intervention group: Emotion-focused therapy is a psychotherapy approach that focuses on identifying, experiencing, regulating, and changing emotions as the primary agents of change in treatment. In this study, EFT is used as an educational intervention to reduce test anxiety and improve its associated variables (self-efficacy, resilience, rumination) in female students. EFT is likely to include components such as emotion awareness training, emotion regulation, cognitive restructuring, and behavioral exercises. Control group: The purpose of having a control group is to provide a basis for comparison. By comparing the results of the group receiving EFT (the intervention group) with the group not receiving EFT (the control group), researchers can assess whether EFT is effective in improving the variables of interest (test anxiety, academic self-efficacy, academic resilience, and rumination). Typically, the control group either receives no intervention (the waitlist control group) or receives another intervention, known as standard treatment or control treatment. Exam anxiety. Timepoint: At the beginning of the study (before the intervention) and after two months and the end of the last intervention session. Method of measurement: Test Anxiety Questionnaire. Academic self-efficacy. Timepoint: At the beginning of the study (before the intervention) and after two months and the end of the last intervention session. Method of measurement: پرسشنامه خودکارآمدی تحصیلی:توسط زاجاکوا و همکاران (2005). Academic resilience. Timepoint: At the beginning of the study (before the intervention) and after two months and the end of the last intervention session. Method of measurement: پرسشنامه تاب تحصیلی توسط مارتین (2001). Rumination. Timepoint: At the beginning of the study (before the intervention) and after two months and the end of the last intervention session. Method of measurement: پرسشنامه نشخوار فکری:این پرسشنامه توسط نولن-هوکسما و مارو (1991). Islamic Azad University Approved 2025-05-15 Ethics Committee of Islamic Azad University, Ahvaz Branch Islamic Azad University Ahvaz Branch، Farhangshahr، Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)