The effect of collaborative learning on social self-efficacy, mental health, test anxiety, and perfectionism of students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250528065949N1

Enrollment

Registered

2025-06-20

Start date

2025-04-21

Completion date

Unknown

Last updated

2025-07-21

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Condition 1: mental health. Condition 2: test anxiety. Condition 3: social self-efficacy. Condition 4: academic emotions.

Interventions

Intervention 1: Intervention group: Phase 1: Introducing the structure of the topic to the students in the class as a whole. Phase 2: Focused and detailed investigation, focus pairs or groups of four

Eligibility

Sex/Gender

Male

Age

15 Years to 18 Years

Inclusion criteria

Inclusion criteria: Willingness to participate in research. Having mental health. Having mental health.

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Social self-efficacy in this study refers to the score that subjects will obtain on the Hamley Social Self-Efficacy Questionnaire (2022). Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Hamley Social Self-Efficacy Questionnaire (2022).;Academic excitement in this study refers to the score that the subject will obtain in the academic excitement test of Pekrun et al. (2002). Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: academic excitement test of Pekrun et al. (2002).;In this study, test anxiety refers to the score that the subject will obtain on the Dries Cole (2007) Test Anxiety Questionnaire. Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Dries Cole (2007) Test Anxiety Questionnaire.;In the present study, perfectionism refers to the score that the subject will obtain from the Hill et al. (2004) Perfectionism Questionnaire. Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Hill et al. (2004) Perfectionism Questionnaire.	—

Measure

Time frame

Social self-efficacy in this study refers to the score that subjects will obtain on the Hamley Social Self-Efficacy Questionnaire (2022). Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Hamley Social Self-Efficacy Questionnaire (2022).;Academic excitement in this study refers to the score that the subject will obtain in the academic excitement test of Pekrun et al. (2002). Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: academic excitement test of Pekrun et al. (2002).;In this study, test anxiety refers to the score that the subject will obtain on the Dries Cole (2007) Test Anxiety Questionnaire. Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Dries Cole (2007) Test Anxiety Questionnaire.;In the present study, perfectionism refers to the score that the subject will obtain from the Hill et al. (2004) Perfectionism Questionnaire. Timepoint: After 8 cooperative learning training sessions (twenty days). Method of measurement: Hill et al. (2004) Perfectionism Questionnaire.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactEsmaeil Eskandari

Islamic Azad University

es.eskandari9@gmail.com+98 45 3243 2390

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026