The Effectiveness of School-Based Skills-Training Programs Reducing Performance or Social Anxiety: Two Randomized Controlled Trials

Child & Youth Care Forum, vol. 52, pp. 1323–1347

Abstract

Background: Given that high levels of stress during adolescence are associated with negative consequences, it is important that adolescents with psychological needs are supported at an early stage, for instance with interventions at school. However, knowledge about the potential of school-based programs targeting adolescents with psychological needs, aimed at reducing school or social stress, is lacking. Objective: The current study aimed to investigate the effectiveness of two targeted school-based skills-training programs, addressing either skills to deal with performance anxiety or social skills. Methods: = 86 in the experimental group). MANCOVA's were performed. Results: The performance anxiety program had a small effect on reducing adolescents' test anxiety. Furthermore, for adolescents who attended more than half of the sessions, the program had small effects on reducing test anxiety and fear of failure. The program did not improve adolescents' coping skills or mental health. The social skills program was not effective in improving social skills, social anxiety, and mental health. Conclusions: A relatively short, targeted program addressing skills to deal with performance anxiety can have the potential to reduce adolescents' performance anxiety. Trial registration: International Clinical Trials Registry Platform (Netherlands Trial Register, number NTR7680). Registered 12 December 2018. Study protocol van Loon et al., (2019). Supplementary Information: The online version contains supplementary material available at 10.1007/s10566-023-09736-x.

Authors 7

1. Amanda W. G. van Loon corresponding

   Utrecht University

   Affiliation as printed

   Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands

   Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands

2. Hanneke E. Creemers

   University of Amsterdam

   Affiliation as printed

   Forensic Child and Youth Care Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands

   Forensic Child and Youth Care Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands

3. Simone Vogelaar Aachen Developmental and Educational Psychology

   Leiden University

   Affiliation as printed

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands

4. Anne C. Miers Aachen Developmental and Educational Psychology

   Leiden University

   Affiliation as printed

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands

5. Nadira Saab Aachen Graduate School of Teaching (ICLON)

   Leiden University

   Affiliation as printed

   Graduate School of Teaching (ICLON), Leiden University, Kolffpad 1, 2333 BN Leiden, The Netherlands

   Graduate School of Teaching (ICLON), Leiden University, Kolffpad 1, 2333 BN, Leiden, The Netherlands

6. P. Michiel Westenberg Aachen Developmental and Educational Psychology

   Leiden University

   Affiliation as printed

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands

   Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands

7. Jessica J. Asscher

   Utrecht University

   Affiliation as printed

   Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands

   Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands