The Effects of Breathing Exercises on Exam Anxiety, Attention Deficit, and Academic Achievement in Students Preparing for University Entrance Exams

NCT07158060 | Not Yet Recruiting DMC

• 1 other identifier: E-74555795-050.04-1394112
• Study Type: interventional
• Target: 60
• Locations: 0 countries
• Sites: N/A

Brief Summary

This study investigates the effects of breathing exercises on exam anxiety, attention, and academic achievement in students preparing for university entrance exams. University entrance exams are significant milestones in students' educational and career paths, often causing high levels of stress and anxiety. These psychological pressures can negatively impact learning, focus, and overall academic performance. The study will involve students who volunteer to participate and meet the inclusion criteria. Participants will be guided through structured breathing exercises designed to reduce stress and enhance concentration. The program will be conducted over several sessions, during which students will practice specific breathing techniques under supervision. Primary outcomes of the study include the assessment of changes in exam anxiety levels, attention, and academic performance. Secondary outcomes may include students' self-reported stress management skills and overall well-being. Data will be collected using validated questionnaires, attention tests, and academic performance records. The purpose of this research is to determine whether regular practice of targeted breathing exercises can provide practical benefits for students, helping them manage anxiety, improve focus, and achieve better academic outcomes. Findings from this study may also offer guidance for educators, parents, and healthcare providers on effective, low-cost interventions to support students during high-pressure academic periods. Participants are encouraged to follow instructions carefully and attend all sessions to gain the full benefit of the intervention. Participation is voluntary, and students can withdraw at any time without any negative consequences. Confidentiality of all collected data will be strictly maintained. By contributing to this research, participants will help advance understanding of non-pharmacological methods to improve student mental health and academic performance, potentially shaping future educational and stress-management programs.

Conditions

Academic Acheivement; Attention; Exam Anxiety; Breathing Exercises; Students

Keywords

Breathing Exercises; Exam Anxiety; Attention; Academic Achievement; Students; High School Seniors

Outcome Measures

Primary Outcomes (3)

• Attention Levels

  Students' attention levels will be assessed using the Bourdon Attention Test or a similar standardized attention assessment tool. The change in attention scores from baseline to post-intervention will be evaluated.

  8 months

• Exam Anxiety

  The level of exam-related anxiety will be assessed using the Westside Test Anxiety Scale (WTAS). This scale ranges from 1 to 5, with higher scores indicating greater levels of test anxiety. Higher scores reflect higher levels of exam anxiety, while lower scores reflect lower levels. Although no fixed cut-off point exists, when applied to larger groups, students scoring +1 standard deviation and above may be considered as having high exam anxiety, whereas those scoring -1 standard deviation and below may be considered as having low exam anxiety. The primary outcome is the change in anxiety scores from baseline to post-intervention.

  8 Months

• Academic Achievement

  Academic performance will be measured using students' exam scores or school grades. Scores range from 0 to 100, with higher scores indicating better academic achievement. The change in academic achievement from baseline to post-intervention will be assessed.

  8 months

Study Arms (2)

Breathing Exercises Group (Intervention)

EXPERIMENTAL

Participants in this group will practice structured breathing exercises designed to reduce exam anxiety and improve attention and academic performance. The intervention consists of 8 weeks of training, with two sessions per week. Techniques include diaphragmatic breathing, the 4-7-8 method, and Nadi Shodhana (alternate nostril breathing). Participants are encouraged to practice daily at home using instructional materials provided.

Behavioral: Breathing Exercises

Control Group (Usual Study Routine)

NO INTERVENTION

Participants in this group will continue their normal study activities without any additional breathing exercises or structured interventions. They will follow their standard academic schedule throughout the 8-week study period.

Interventions

Breathing Exercises BEHAVIORAL

Breathing Exercises This intervention

Breathing Exercises Group (Intervention)

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• th grade students
• Obtaining consent from both parents and students
• No language, hearing, intellectual, or psychological disabilities
• Able to speak and understand Turkish
• Planning to take the university entrance exam
• Voluntary participation in the study
• Selecting two high schools with similar entrance scores for the study
• Students with high scores on the Westside Test Anxiety Scale

You may not qualify if:

• Presence of any chronic disease
• Presence of any heart disease
• Currently using any psychiatric medication

Sponsors & Collaborators

• Istanbul University - Cerrahpasa: lead

MeSH Terms

Interventions

Breathing Exercises

Intervention Hierarchy (Ancestors)

Mind-Body Therapies; Complementary Therapies; Therapeutics; Exercise Movement Techniques; Physical Therapy Modalities

Study Officials

• Minel YILDIRIM

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Minel YILDIRIM

CONTACT

+90507-107-48-02; minelyldrm@hotmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Model Details: Participants will be randomly assigned to two parallel groups. The intervention group will practice structured breathing exercises, while the control group will continue their usual study routine. The intervention will last for 8 weeks with two sessions per week. Baseline characteristics such as age, gender, and academic performance will be balanced between groups to ensure comparability.

Study Record Dates

• First Submitted: August 28, 2025
• First Posted: September 5, 2025
• Study Start: November 1, 2025
• Primary Completion (Estimated): July 1, 2026
• Study Completion (Estimated): September 1, 2026
• Last Updated: September 11, 2025

Record last verified: 2025-09