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<p>Test anxiety, particularly in courses like statistics, poses a significant challenge to vocational education students, often leading to poor academic performance and psychological distress. This study evaluated the effectiveness of three digitally delivered therapeutic interventions—Cognitive Behavioral Therapy (CBT), Mindfulness-Based Stress Reduction (MBSR), and an integrated CBT-MBSR approach—designed to reduce test anxiety and improve academic outcomes. A mixed-methods randomized controlled trial using a 2 × 2 factorial pre-post-test design with embedded experience sampling was conducted with 806 students from four Nigerian universities. Participants (n = 412) were assigned to one of three intervention groups, while 394 were assigned to a waitlist control group. Interventions were delivered through a blend of face-to-face and digital platforms, supported by a custom-developed mobile application that delivered modules and captured real-time anxiety data. Quantitative data were collected using validated psychometric scales (α = 0.88–0.95) and analyzed with repeated measures ANOVA and MANCOVA. Qualitative data were thematically analyzed. Students in the combined CBT-MBSR group showed the most significant reductions in test anxiety (p &lt; 0.001), with notable improvements in mindfulness, subjective well-being, and academic performance. These gains were sustained during follow-up, with app-based monitoring revealing common anxiety triggers, user engagement, and adaptive coping responses. Digitally enhanced interventions integrating CBT and mindfulness show strong potential for improving emotional and academic outcomes among vocational students. Custom digital tools with structured therapeutic content provide a scalable solution for addressing statistics anxiety in Technical and Vocational Education and Training (TVET) systems.</p>

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Digital-Enhanced CBT-Mindfulness Integration: A Mixed-Methods Analysis of Real-Time Statistics Anxiety Reduction on Vocational Students

  • 期刊论文

  • 发表日期：

    2025年10月15日

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  • Nathaniel Ifeanyi Edeh,
  • Japel Onyekachi Asogwa,
  • Lilian U. Ekenta,
  • Ikechukwu Ogbonna Jerry,
  • Emeka Promise Ugwunwoti,
  • Michael Olayinka Binuomote,
  • Mary Oluwatoyin Ani,
  • Felicia Kikelomo Oluwalola,
  • Samuel Onyinyechi Nneji,
  • Adesanya Emmanuel Olorunleke,
  • Agnes Lawrence Okute,
  • Marcel Chuks Ezemoyih,
  • Ifeanyi Kalu Mong,
  • Chinyelugo Fidelia Agada,
  • Catherine Uzoamaka Aneke,
  • Pinna Ifeyinwa Nwosu,
  • Anthonia Adaora Ugwuede

摘要

Test anxiety, particularly in courses like statistics, poses a significant challenge to vocational education students, often leading to poor academic performance and psychological distress. This study evaluated the effectiveness of three digitally delivered therapeutic interventions—Cognitive Behavioral Therapy (CBT), Mindfulness-Based Stress Reduction (MBSR), and an integrated CBT-MBSR approach—designed to reduce test anxiety and improve academic outcomes. A mixed-methods randomized controlled trial using a 2 × 2 factorial pre-post-test design with embedded experience sampling was conducted with 806 students from four Nigerian universities. Participants (n = 412) were assigned to one of three intervention groups, while 394 were assigned to a waitlist control group. Interventions were delivered through a blend of face-to-face and digital platforms, supported by a custom-developed mobile application that delivered modules and captured real-time anxiety data. Quantitative data were collected using validated psychometric scales (α = 0.88–0.95) and analyzed with repeated measures ANOVA and MANCOVA. Qualitative data were thematically analyzed. Students in the combined CBT-MBSR group showed the most significant reductions in test anxiety (p < 0.001), with notable improvements in mindfulness, subjective well-being, and academic performance. These gains were sustained during follow-up, with app-based monitoring revealing common anxiety triggers, user engagement, and adaptive coping responses. Digitally enhanced interventions integrating CBT and mindfulness show strong potential for improving emotional and academic outcomes among vocational students. Custom digital tools with structured therapeutic content provide a scalable solution for addressing statistics anxiety in Technical and Vocational Education and Training (TVET) systems.