Cognitive–behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety

Abstract

ABSTRACT Background and objectives: Cognitive–behavioral interventions have been shown to be effective treatments for test anxiety. Studies on school-aged populations, however, are lacking. Design and methods: In the present study we evaluated a six-session cognitive–behavioral intervention for test anxiety in a sample of secondary school students aged 14–16 years preparing for high-stakes examinations. Furthermore, we extended outcomes to include school-related wellbeing and clinical anxiety. A screening procedure was used to identify highly test anxious persons who were randomly allocated to intervention or wait-list control groups. Results: Test anxiety showed a large reduction following intervention compared to control group participants who showed a moderate reduction. Clinical anxiety showed a small to moderate reduction following intervention compared to control group participants who showed a negligible reduction. The reduction in clinical anxiety was mediated by concurrent reductions in test anxiety. Conclusion: This supports an integrative network approach that deactivating core aspects of anxiety can deactivate associated networks of anxiety symptoms. The intervention showed no impact on school-related wellbeing which increased at a similar rate for both intervention and control group participants. This is likely because test anxiety is just one contributor of many to school-related wellbeing. Implications for school-based treatments are discussed.