Evaluating the effectiveness of two interventions: mindfulness-based stress reduction therapy and emotion-focused therapy on test anxiety and related outcomes in students

INTERVENTION: Intervention 1: Intervention group: Mindfulness‐Based Stress Reduction therapy; duration of each session: 90 minutes; total number of sessions: 8 sessions; session sequence: twice a week; therapeutic tools used: this intervention relies on training in mindfulness, acceptance, nonjudgmental observation of internal experiences, and formal and informal mindfulness practices. The main therapeutic tools include: body awareness practice; body scan practice; mindful breathing practice; seated meditation practice; mindful stretching and movement exercises; mindfulness exercises in daily activities; training in accepting thoughts and emotions without engagement and judgment. The content of the various sessions is based on this: session one: getting acquainted with group members, introducing the treatment program, explaining the concept of mindfulness, stress and its relationship with test anxiety, and conducting the pre‐test; session two: training attention to breathing and body awareness practice, bodily awareness and beginning the body scan practice; session three: continuation of the body scan practice, focusing on observing thoughts and feelings without judgment and training attention to return to the present moment; session four: training seated meditation, focusing on sounds, breathing and thoughts, and practicing acceptance of mental experiences; session five: training mindful movements and stretches, increasing bodily awareness in movement and practicing mindfulness in daily activities; session six: working with unpleasant thoughts and emotions, training to observe thoughts as mental events and reducing cognitive engagement; session seven: review and practice of learned skills, generalizing mindfulness to stressful situations, especially exam situations; session eight: s CONDITION: Anxiety. ; Phobic anxiety disorders PRIMARY OUTCOME: Academic Procrastination. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Savari Academic Procrastination Questionnaire (2011). Academic Self‐Handicapping. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Schwinger and Steinsmeier‐Plaster (2011) Academic Self‐Disability Scale. Self‐Efficacy. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Morris et al. (2001) self‐efficacy questionnaire. Test Anxiety. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Ahvaz Exam Anxiety Inventory by Abolghasemi et al. (1996). INCLUSION CRITERIA: Ninth grade male students Scored one standard deviation above the average in test anxiety