Trial reportBMC medical education2025
Impact of cognitive-behavioral therapy and mindfulness-based stress reduction in mitigating test anxiety and enhancing academic achievement among vocational education students at Nigerian universities.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed.
- Harnessing large language models in virtual CBT for university students' academic anxiety: a preliminary randomized trial.Frontiers in public health · 2026Trial
- The effect of electronic cognitive training with bilateral eye movements and response inhibition on vocational college students' anxiety in a pilot study.Discover mental health · 2026Article
- A clinical trial of cognitive behavioral interventions for social media addiction, psychological problems, quality of family relationships and academic performance among university students.Discover mental health · 2026Article
- Prevalence and Correlates of Test Anxiety Among Medical Students: Systematic Review.Advances in medical education and practice · 2026Review
- Autonomic and psychophysiological effects of a 13-week mindfulness-based intervention in university students.Frontiers in psychology · 2026Article
- Case report for an intervention for scientific pressure by brief strategic withdrawal.Frontiers in psychiatry · 2026Article
- Examining the Effects of Academic Stress, Self-Efficacy, Cognitive-Behavioral Outcomes, Psychological Distress, and Prosocial Behavior: A Moderated-Mediation Model.Brain and behavior · 2025Article
Corrections and comments
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Authors and funding
17 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe inclusion of behavioral therapy and stress reduction techniques among vocational students of the Nigerian universities is crucial for enhancing their practical skill acquisition and career prospects in challenging academic scenarios. This study explored the combined effects of cognitive-behavioral therapy and mindfulness-based stress reduction in reducing test anxiety among business education students in a measurement and evaluation course.
methodsEmploying a randomized control trial with a pretest-posttest design, the research draws responses from 483 students from two universities in Southeast Nigeria. The participants were randomly assigned to either the treatment or waitlist control groups on the basis of set inclusion criteria. Data collection was conducted via four different instruments, and the treatment group participated in a Cognitive-Behavioral Therapy and Mindfulness-Based Stress Reduction (CBT-MBSR) program. Evaluations of both groups were conducted at three different stages: before the intervention, immediately after the intervention, and during the follow-up period. Analysis was carried out via repeated-measures ANOVA and multivariate analysis of covariance (MANCOVA).
resultsThe results indicated that TVET students who underwent the CBT-MBSR intervention had significantly lower post-treatment test anxiety scores than those in the wait-list control group. The intervention also had a significant multivariate effect on reducing test anxiety, improved mindfulness, students' academic achievement, and their well-being (F value = 1168.52 (p =.001, η² = 0.752).
conclusionThis study assessed the efficacy of CBT with MBSR in reducing test anxiety, improving academic performance, and increasing well-being among students in TVET settings. The study revealed how CBT helped reduce test anxiety, thereby improving students' academic performance through increasing their concentration. Thus, this study provides fresh knowledge on how to improve psychological well-being and educational performance by introducing a new method of combining MBSR and CBT, which enriches the literature with a dual-modality approach that helps students reduce their anxieties and fosters their personal growth. This study has practical implications for university administrators, educators, and researchers and offers several recommendations. CLINICAL TRIAL NUMBER: Not applicable.
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