ACT-Based Psychoeducation Program for Reducing Test Anxiety: A Mixed Method Case Study of Economically Disadvantaged Students
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| Title: | ACT-Based Psychoeducation Program for Reducing Test Anxiety: A Mixed Method Case Study of Economically Disadvantaged Students |
|---|---|
| Language: | English |
| Authors: | Fatma Zehra Ünlü Kaynakçi (ORCID |
| Source: | Psychology in the Schools. 2025 62(9):3727-3735. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Foreign Countries, Test Anxiety, Psychoeducational Methods, High School Students, Grade 10, Intervention, Therapy, Economically Disadvantaged, Program Effectiveness |
| Geographic Terms: | Turkey |
| DOI: | 10.1002/pits.23583 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | University entrance exams in Türkiye often generate significant test anxiety among high school students. This study investigates the effectiveness of a psychoeducational intervention based on Acceptance and Commitment Therapy (ACT) in reducing test anxiety among 10th-grade students. Employing a mixed-methods sequential explanatory design, the study included nine economically disadvantaged high school students (aged 15-17), two of whom were female and seven males, who participated in a six-session intervention. The quantitative phase utilized a quasi-experimental one-group pretest-posttest design, with measurements conducted using the Cognitive Test Anxiety Scale, the Mindful Attention Awareness Scale--Adolescent Form, and the Multidimensional Psychological Flexibility Inventory--Short Form. The qualitative phase comprised focus group interviews guided by semi-structured questions to explore participants' perspectives on the ACT-based psychoeducation program. The results demonstrated a statistically significant reduction in test anxiety and an increase in psychological flexibility, while no significant changes were observed in mindfulness levels. Qualitative analysis revealed three central themes: perceived benefits, most and least useful aspects, and suggestions for improvement. These findings suggest that ACT-based psychoeducation is an effective intervention for reducing test anxiety. Implications for future research and practical applications in educational and psychological contexts are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479987 |
| Database: | ERIC |
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