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Ethics code: IR.IAU.AHVAZ.REC.1404.042
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Farhadi N, Marashian F S, Ehteshamzadeh P, Dasht Bozorgi Z. Modern Psychological Care for Test Anxiety: The Impact of Acceptance and Commitment Therapy and Metacognitive Interventions on Students' Academic Well-Being and Self-Efficacy. Mod Care J 2026; 23 (3) :20-28
URL: http://mcj.bums.ac.ir/article-1-635-en.html
URL: http://mcj.bums.ac.ir/article-1-635-en.html
1- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
2- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran ,fsmarashian@iau.ac.ir
2- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran ,
Abstract: (189 Views)
Introduction: Exam-related anxiety is a widespread psychological challenge that significantly hinders students’ educational success and daily functioning.
Objectives: This study aimed to evaluate and contrast the efficacy of metacognitive therapy (MCT) and acceptance and commitment therapy (ACT) for boosting scholastic well-being and academic self-efficacy in female adolescents struggling with exam-related anxiety.
Methods: We conducted a randomized controlled trial featuring a pretest, posttest, and a two-month follow-up. The sample consisted of female high school students in Ahvaz, Iran, enrolled during the 2023–2024 school year. Utilizing multistage cluster sampling, 45 participants who met the criteria for test anxiety (screened via the Friedman Test Anxiety Scale) were identified and randomly divided into an ACT cohort, an MCT cohort, and a non-intervention control group (15 students each). Participants in the active treatment conditions attended eight 90-minute weekly therapy sessions. Outcome measures were collected using the Academic Well-Being Scale and the Academic Self-Efficacy Questionnaire. The data were subsequently evaluated using repeated-measures analysis of variance.
Results: Compared to the untreated controls, participants in the MCT and ACT groups demonstrated substantial gains in academic well-being and self-efficacy (p < 0.001). However, differential effects emerged between the two therapeutic modalities: MCT yielded significantly greater improvements in academic self-efficacy, whereas ACT was more beneficial for increasing overall academic well-being (p < 0.001).
Conclusion: Although both ACT and MCT successfully mitigate the negative consequences of test anxiety, their specific advantages differ based on the desired psychological outcome. Educational psychologists and school counselors can optimize student support by selecting the therapeutic approach that best aligns with whether a student primarily requires an intervention for academic self-efficacy or scholastic well-being.
Objectives: This study aimed to evaluate and contrast the efficacy of metacognitive therapy (MCT) and acceptance and commitment therapy (ACT) for boosting scholastic well-being and academic self-efficacy in female adolescents struggling with exam-related anxiety.
Methods: We conducted a randomized controlled trial featuring a pretest, posttest, and a two-month follow-up. The sample consisted of female high school students in Ahvaz, Iran, enrolled during the 2023–2024 school year. Utilizing multistage cluster sampling, 45 participants who met the criteria for test anxiety (screened via the Friedman Test Anxiety Scale) were identified and randomly divided into an ACT cohort, an MCT cohort, and a non-intervention control group (15 students each). Participants in the active treatment conditions attended eight 90-minute weekly therapy sessions. Outcome measures were collected using the Academic Well-Being Scale and the Academic Self-Efficacy Questionnaire. The data were subsequently evaluated using repeated-measures analysis of variance.
Results: Compared to the untreated controls, participants in the MCT and ACT groups demonstrated substantial gains in academic well-being and self-efficacy (p < 0.001). However, differential effects emerged between the two therapeutic modalities: MCT yielded significantly greater improvements in academic self-efficacy, whereas ACT was more beneficial for increasing overall academic well-being (p < 0.001).
Conclusion: Although both ACT and MCT successfully mitigate the negative consequences of test anxiety, their specific advantages differ based on the desired psychological outcome. Educational psychologists and school counselors can optimize student support by selecting the therapeutic approach that best aligns with whether a student primarily requires an intervention for academic self-efficacy or scholastic well-being.
Keywords: Acceptance and commitment therapy (ACT), Metacognitive therapy (MCT), Self-efficacy, Test anxiety, Well-being
Article Types: Research Article |
Subject:
Psychiatric
Received: 2025/12/27 | Accepted: 2026/07/18 | Published: 2026/07/27
Received: 2025/12/27 | Accepted: 2026/07/18 | Published: 2026/07/27
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