Effect of a Self-Management Cycle Framework-based psychoeducational intervention on academic anxiety among medical students: a randomized controlled trial

INTERVENTION: Participants will be randomly assigned to the intervention or control group in a 1:1 ratio using computer‐generated permuted block randomisation with a fixed block size of 4. This will ensure balanced allocation between groups. Allocation will be concealed prior to assignment. The intervention group will receive a structured psychoeducational programme based on the Self‐Management Cycle Framework (SMCF). The programme consists of 8 sessions delivered over 8 weeks (90 minutes per session) in a group format. The intervention includes modules on self‐assessment, goal setting, strategic learning, behavioural implementation, monitoring and adjustment, and peer/community engagement. Techniques include cognitive restructuring, behavioural activation, mindfulness‐based strategies, and structured self‐monitoring. The control group will receive a structured didactic psychoeducation programme covering similar thematic content (e.g., academic stress, coping strategies, and emotional regulation). The programme will be delivered in a lecture‐based format without guided behavioural practice, experiential exercises, peer interaction tasks, or structured feedback processes. In contrast to the SMCF‐based intervention, the control condition does not include task‐based skill application, in‐session behavioural activation, or iterative monitoring and adjustment components. This study is conducted under the supervision of Associate Professor Dr Chatchai Ekpanyaskul, MD, Srinakharinwirot University, Thailand. CONDITION: Academic anxiety and related psychological factors (self‐efficacy and psychological resilience) among medical students ; Mental and Behavioural Disorders INCLUSION CRITERIA: 1. Third‐year clinical medicine undergraduate students enrolled at the Zhuhai campus of Zunyi Medical University, China. 2. Aged 18 years or above. 3. Able to understand the study procedures and provide informed consent. 4. Completed baseline screening assessments. 5. Ranked among the 128 students with the highest scores on the Academic Anxiety Scale (AAS) and eligible for the intervention phase. 6. Willing and able to attend the scheduled group sessions throughout the study period.