Effects of an Acceptance and Commitment Therapy (ACT)-Based Psychoeducation Intervention on Test Anxiety and Academic Achievement in 8th Grade Middle School Students: A Randomized Controlled Trial

The aim of this project is to examine the effectiveness of an Acceptance and Commitment Therapy (ACT)–based “Test Anxiety Psychoeducation Program” on 8th grade students’ test anxiety, academic achievement, and psychological flexibility. The study employs an experimental design with intervention and control groups, including pre-test, post-test, 1-month follow-up, and 3-month follow-up assessments. Test anxiety is measured with the Westside Test Anxiety Scale, psychological inflexibility with the Avoidance and Fusion Questionnaire Youth-8 (AFQ-Y8), and academic achievement through z-scores derived from students’ 8th grade mock exams and the national high-stakes central exam. Students in the intervention group receive a structured ACT-based group program targeting exam-related anxiety, experiential avoidance, and value-consistent action, while the control group continues with routine school guidance services. Findings are expected to inform school-based interventions for exam anxiety and contribute to the growing evidence on ACT applications in educational settings.