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

INTERVENTION: CONDITION: ; Mental and Behavioural Disorders PRIMARY OUTCOME: 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 OUTCOME: 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. 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.