Adaptation of the ProAct Game for Improving Mindfulness, Self-Regulation, Coping Skills, and Reducing Math Anxiety among Middle School Students

Adaptation of the ProAct Game for Mindfulness, Self-Regulation, Coping Skills, Math Anxiety, and Parental Academic Pressure among Middle School Students: The ProMind Intervention Study

Status

Active, not recruiting

Phases

Early Phase 1

Study type

Interventional

Source

TCTR

Registry ID

TCTR20260329008

Enrollment

120

Registered

2026-03-29

Start date

2026-04-03

Completion date

Unknown

Last updated

2026-04-27

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

Conditions

Math anxiety Academic stress in adolescents Self regulation difficulties Low mindfulness Parental academic pressure Mindfulness Self regulation Math anxiety Adolescents Educational games Game based intervention Coping strategies Academic pressure School based intervention Mental wellbeing

Interventions

Participants in this arm will take part in the ProMind intervention, an adapted cooperative educational board game based on the ProAct game. The intervention is designed to improve mindfulness, self r

Experimental Behavioral,Active Comparator Other

ProMind Game Based Mindfulness Intervention,Control Group Usual School Activities

Eligibility

Sex/Gender

All

Age

11 Years to 14 Years

Inclusion criteria

Inclusion criteria: 1.Students aged 11 to 14 years who are enrolled in public or private middle schools. 2.Ability to understand study procedures and participate in group based game sessions. 3.Written informed consent obtained from parents or legal guardians. 4.Student assent to participate in the study. 5.Regular school attendance during the study period.

Exclusion criteria

Exclusion criteria: 1.Students with severe learning disabilities or cognitive impairments that prevent participation in group activities. 2.Students with serious behavioral problems that make participation in cooperative game sessions difficult. 3.Students who do not provide assent or whose parents do not provide informed consent. 4.Students who are absent during the intervention period or unable to attend the game sessions.

Design outcomes

Primary

Measure	Time frame
Math anxiety Baseline and immediately after the intervention Mathematics Anxiety Scale	—

Secondary

Measure	Time frame
Mindfulness Baseline and immediately after the intervention Mindful Attention Awareness Scale Adolescent Version,Self regulation Baseline and immediately after the intervention Self Regulation Scale,Coping skills Baseline and immediately after the intervention Adolescent Coping Scale,Perceived parental academic pressure Baseline Perceived Parental Academic Pressure Scale,Academic attitudes Baseline and immediately after the intervention Student self report academic attitude questionnaire	—

Measure

Time frame

Mindfulness Baseline and immediately after the intervention Mindful Attention Awareness Scale Adolescent Version,Self regulation Baseline and immediately after the intervention Self Regulation Scale,Coping skills Baseline and immediately after the intervention Adolescent Coping Scale,Perceived parental academic pressure Baseline Perceived Parental Academic Pressure Scale,Academic attitudes Baseline and immediately after the intervention Student self report academic attitude questionnaire

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Countries

Turkey

Contacts

Public ContactSamet Ata

Agri Ibrahim Cecen University

sata@agri.edu.tr00904722154040

Outcome results

None listed

Source: TCTR (via WHO ICTRP) · Data processed: May 1, 2026