Effectiveness of a Blended CBT–Mindfulness Intervention on Test Anxiety, Psychological Well-Being, and Academic Performance Among Vocational Students in Nigerian Universities

Effectiveness of a Blended Cognitive Behavioral Therapy and Mindfulness-Based Stress Reduction Intervention on Test Anxiety, Psychological Well-Being, and Academic Performance Among Vocational Education Students in Nigerian Universities

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

PACTR

Registry ID

PACTR202605778398622

Enrollment

483

Registered

2026-05-27

Start date

2024-02-02

Completion date

Unknown

Last updated

2026-09-14

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

Conditions

Mental and Behavioural Disorders

Interventions

Blended CBT MBSR Intervention

Waitlist Control Usual Academic Activities

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Participants must be currently enrolled in vocational education programs at Nigerian universities. Participants must have completed the first semester examination for the Measurement and Evaluation course. Only students who have shown low academic performance in the relevant courses will be considered for inclusion. Eligible students must demonstrate mild to severe symptoms of test anxiety, measured using the Students' Generalized Academic Anxiety Test Scale (SGAATS). Participants must voluntarily consent to take part in the study.

Exclusion criteria

Exclusion criteria: Students who have previously participated in similar therapeutic interventions (such as CBT or MBSR) will be excluded. Any student currently receiving psychiatric treatment will not be eligible for inclusion. Students who are not enrolled in the Measurement and Evaluation course will be excluded. Individuals whose test anxiety levels do not meet the threshold for mild to moderate anxiety, as measured by the SGAATS, will not be included.

Design outcomes

Primary

Measure	Time frame
This study aimed to reduce test anxiety among vocational education students through a blended CBT-MBSR intervention. The intervention seeks to lessen exam-related anxiety, which can affect both performance and mental health. A primary goal was to improve students' mindfulness so they can manage stress, remain present during assessments, and regulate their emotions more effectively.	—

Secondary

Measure	Time frame
Secondary Outcome 1: Mindfulness Improvement. A key objective of the intervention is to enhance students' mindfulness, enabling them to better manage stress, stay present during evaluations, and regulate their emotions. Secondary Outcome 2: Subjective Well-Being Enhancement. The intervention also aims to improve students' overall sense of well-being, fostering emotional stability, stress resilience, and a healthier outlook on academic challenges.	—

Measure

Time frame

Secondary Outcome 1: Mindfulness Improvement. A key objective of the intervention is to enhance students' mindfulness, enabling them to better manage stress, stay present during evaluations, and regulate their emotions. Secondary Outcome 2: Subjective Well-Being Enhancement. The intervention also aims to improve students' overall sense of well-being, fostering emotional stability, stress resilience, and a healthier outlook on academic challenges.

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Countries

Nigeria

Contacts

Public ContactChigozie Rita Nnamdi Chiawa

Senior Lecturer

chigozie.umeh@unn.edu.ng+2348030902357

Outcome results

None listed

Source: PACTR (via WHO ICTRP) · Data processed: Sep 19, 2026