Effectiveness of the Neuromify digital program in reducing test anxiety and stress among university students
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Abstract
Test anxiety continues to be a recurrent issue among university students. Various meta-analyses report the effectiveness of digital interventions based on cognitive-behavioral techniques, yielding results comparable to those of face-to-face interventions. In Spain, there are few applications for this purpose that incorporate the appropriate cultural considerations necessary for implementation. For this reason, Neuromify Académico was developed as a digital intervention aimed at reducing test anxiety and stress in Spanish university students. The aim of this study is to examine its effectiveness.
The participants were 62 university students from Spanish institutions (38.7% male; 61.3% female; Mage = 37.21; SDage = 9.92). An experimental group (n = 31) and a control group (n = 31) were included, matched on relevant sociodemographic and clinical variables. Data collection instruments included a sociodemographic questionnaire, the Test Anxiety Inventory (TAI), the Perceived Stress Scale (PSS-14), and the Generalized Anxiety Disorder Scale (GAD-7). The Neuromify program was administered over 6–8 weeks. All participants were assessed before and after the intervention. Results showed that the control group did not exhibit significant differences between pre- and post-test measurements. In contrast, the experimental group showed statistically significant differences in TAI, GAD-7, and PSS-14 scores, with large effect sizes for the first two and a medium effect size for the latter. Scores on measures of test anxiety, perceived stress, and generalized anxiety were significantly lower following the intervention. In conclusion, these findings support the effectiveness of the Neuromify program in reducing test anxiety and stress among university students in Spain.
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