Comparing the effectiveness of acceptance and commitment therapy and metacognitive therapy

Comparing the effectiveness of acceptance and commitment therapy and metacognitive therapy on academic identity status, social competence, self-efficacy beliefs, and academic well-being in female high school students with test anxiety

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250530065978N1

Enrollment

Registered

2025-09-19

Start date

2025-10-07

Completion date

Unknown

Last updated

2025-10-13

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

Conditions

Exam Anxiety.

Interventions

Intervention 1: Intervention group: Acceptance and Commitment Therapy. A set of therapeutic interventions based on increasing commitment and psychological flexibility, including increasing the individ

Eligibility

Sex/Gender

Female

Age

15 Years to 18 Years

Inclusion criteria

Inclusion criteria: Be at least 15 and at most 18 years old Informed consent to participate in the research Confirmation of having test anxiety in them

Exclusion criteria

Exclusion criteria: Having a history of physical problems that would interfere with the research process Suffering from mental disorders Taking psychiatric medications

Design outcomes

Primary

Measure	Time frame
The dignity of academic identity. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Vaz and Isaacson's Academic Identity Status Questionnaire (2008).;Social competence. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Social Competence Scale, Cohen and Rossman (1972).;Self-efficacy beliefs. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Zazhakova et al.'s Academic Self-Efficacy Scale (2005).;Academic well-being. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Tuminen-Sweeney et al.'s Educational Well-Being Scale (2011).	—

Measure

Time frame

The dignity of academic identity. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Vaz and Isaacson's Academic Identity Status Questionnaire (2008).;Social competence. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Social Competence Scale, Cohen and Rossman (1972).;Self-efficacy beliefs. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Zazhakova et al.'s Academic Self-Efficacy Scale (2005).;Academic well-being. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Tuminen-Sweeney et al.'s Educational Well-Being Scale (2011).

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactNoura Farhadi

Islamic Azad University

nora.farhadi@iau.ac.ir+98 916 501 6458

Outcome results

None listed

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