Longitudinal Effects of a Combined Cognitive-Behavioral Therapy and Mindfulness-Based Stress Reduction Programme on Test Anxiety, Mindfulness, Academic Achievement, and Well-Being among TVET and Education Students in Nigerian Universities
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Abstract
In an academically challenging context, with declining academic achievement and cognitive distress among students, incorporating behavioural therapy and stress-reduction techniques is crucial to improving practical skills acquisition and career prospects. This study assessed a combined CBT-MBSR programme to reduce test anxiety and improve academic performance and well-being among Business education students in two Nigerian universities. Employing a randomised controlled trial with a pre-test post-test design, the research drew responses from 394 students from two universities in Southeast Nigeria. Participants were randomly assigned to either the treatment or waitlist control groups, based on set inclusion criteria. Data collection used four instruments, and the treatment group participated in a CBT-MBSR program. We evaluated both groups at three time points: before the intervention, immediately after, and during follow-up. We analysed the data using repeated-measures ANOVA and Multivariate Analysis of Covariance (MANCOVA). The results indicated that Business education students who underwent the CBT-MBSR intervention showed significantly reduced test anxiety scores in post-treatment compared to those in the waitlist control group. Business education students who received the CBT-MBSR programme had significantly lower post-treatment test anxiety than the waitlist control group, and gains in mindfulness and subjective fitness were maintained at three-month follow-up. The programme also had a significant multivariate effect on test anxiety (F = 1168.52, p < .001, partial η² = .752), academic achievement (F = 1381.64, p < .001, partial η² = .746 and well-being (F = 768.40, p < .001, partial η² = .768.40). This study assessed the efficacy of CBT with MBSR in reducing test anxiety, improving academic performance, and increasing well-being among students in TVET settings. The study showed that CBT reduced test anxiety, thereby improving students’ academic performance by sharpening their concentration. Thus, the study added to the literature on improving psychological well-being and educational performance by introducing a new method that combines MBSR and CBT, enriching the literature with a dual-modality approach that helps students reduce anxiety and foster personal growth. The study discussed practical implications for university administrators, educators, and researchers and offered several recommendations.
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