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IRCT20260908070981N1 IRCT 2026-09-11 Islamic Azad University Investigating the effect of a combined cognitive-behavioral intervention and religious beliefs on reducing anxiety symptoms in adolescent girls The effectivenss cognitive behavioral and relegies belives social, anxiety and academic performance of high school girl students 2026-10-02 anticipated 45 Complete https://irct.ir/trial/93179 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: The statistical population in this study will include female high school students in the specified time period for the study who are considered by school counselors and teaching staff to be having problems with social anxiety, test anxiety, and academic performance. The convenience sampling method will be used in the sample selection stage. After selecting a sample size of 45 people based on the study's entry and exit criteria, the participants will be randomly assigned to three groups: "cognitive behavioral intervention" (intervention group 1), "religious beliefs" (intervention group 2), and "waiting list" (control group). Randomization will be performed using the random block method with variable sizes (4 and 6 people) by an independent statistician who is not involved in the implementation process. The random allocation list will be generated using the RAND function in Excel software and then placed in opaque, sealed, and numbered envelopes so that the researcher and participants are not aware of the allocation sequence (allocation concealment). Opening the envelope and informing the group allocation will only be done when each participant enters the study. To ensure the equality of the baseline variables (such as anxiety level, age), their distribution in the two groups will be examined during the statistical analysis stage. N/A Anxiety disorder. Intervention 1: Intervention group: Cognitive-behavioral intervention. Session duration: 90 minutes. Total sessions: 8. Session frequency: Twice weekly. Therapeutic tools: This intervention focuses on identifying, challenging, and modifying maladaptive thought patterns and replacing them with adaptive responses. Key therapeutic tools include: psychoeducation on the nature of anxiety; cognitive identification and restructuring; exposure techniques; muscle relaxation techniques; training in time management and effective study skills; and stress management during testing situations. Session content: Session 1: Pre-testing; establishing the therapeutic alliance; introducing the cognitive model (the link between thoughts, emotions, and behaviors); and explaining the role of maladaptive thoughts in social and test anxiety. Session 2: Training in identifying negative automatic thoughts; introducing common cognitive distortions among students; and practicing thought recording in stressful situations. Session 3: Teaching progressive muscle relaxation techniques as a tool to manage physiological anxiety responses during study and exams. Session 4: Gradual exposure techniques; challenging irrational beliefs regarding "being judged by others"; and replacing them with realistic thoughts. Session 5: Enhancing academic coping skills; teaching study planning, time management, and overcoming procrastination; and practicing cognitive restructuring regarding grade-related concerns. Session 6: Examining "negative perfectionism" beliefs and their role in test anxiety; using "reminder cards" to replace anxiety-inducing thoughts with positive, rational affirmations. Session 7: "Problem-solving" practice for challenging social and academic situations; training in assertiveness skills to improve social interactions at school. Session 8: Review of material covered, relapse prevention, and addressing students' final questions; administration of the post-test and coordination for the follow-up assessment. Intervention 2: Intervention group: Religious Beliefs Intervention: Duration per session: 90 minutes. Total sessions: 8. Frequency: Twice weekly. Therapeutic tools: This intervention focuses on activating religious resources—such as *tawakkul* (trust in God), prayer, and supplication—as protective factors against stress. Key therapeutic tools include: guided discussions centered on religious texts; spiritual meditation exercises; analysis of religious beliefs that effectively counter anxiety; and training in active *tawakkul* as an alternative to irrational worry. Session Content: Session 1: Pre-test administration; explaining the link between mental health and religious beliefs; introducing the concept of *tawakkul* as a strategy to reduce anxiety and accept the outcomes of school efforts. Session 2: Examining the role of self-esteem from a religious perspective; discussing "self-worth" to cope with the fear of judgment in social and classroom settings. Session 3: Teaching relaxation techniques centered on *dhikr* (remembrance of God) and reflection on divine verses; using religious affirmations to manage the physiological responses associated with exam anxiety. Session 4: Exploring "prayer" as a tool for emotional release; learning how to converse with God during moments of solitude and anxiety to reduce feelings of isolation in social situations. Session 5: Elevating the concept of "effort and diligence" to the status of a moral and religious duty; discussing "procrastination" through the lens of religious discipline and fostering greater responsibility for academic performance. Session 6: Examining the maladaptive nature of distorted religious beliefs; reframing one's view of God to emphasize His mercy, thereby alleviating the pressure of perfectionism regarding exams. Session 7: Teaching skills to cope with disappointment and failure through the concepts of "patience" and "contentment"; using gratitude techniques to shift focus from perceived deficiencies to personal strengths. Session 8: Summarizing the sessions and integrating reliance on the Divine (*tawakkul*) with practical effort in student life; offering final suggestions for maintaining composure during exam periods; administering the post-test and scheduling the follow-up assessment. Intervention 3: Control group: They will not receive any intervention during the course of the study; however, to prevent threats to internal validity—such as compensatory rivalry in the control group or demoralization—they will receive the intervention after the data collection phase. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is As the research has not yet commenced and no data is available, it is not possible to publish any data. I will proceed with the publication of the data once these issues are resolved.
public Fatemeh Hosseinikhah
Opposite Keshavarz Street, Farhang Shahr, Golestan Highway
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8421 f.tina1394@gmail.com Islamic Azad University scientific Fatemeh Hosseinikhah
Opposite Keshavarz Street, Farhang Shahr, Golestan Highway
Ahvaz Iran (Islamic Republic of) 6134937333 +98 61 3334 8421 f.tina1394@gmail.com Islamic Azad University Iran (Islamic Republic of) Female high school students Achieving scores above the cutoff point on social anxiety and test anxiety questionnaires Expressing a desire and belief in religious principles. 15 years 18 years Female Receiving other psychological interventions or medication for anxiety within the past 3 months Unwillingness to participate in the study F40 Phobic anxiety disorders Lifestyle Lifestyle Lifestyle Intervention group: Cognitive-behavioral intervention. Session duration: 90 minutes. Total sessions: 8. Session frequency: Twice weekly. Therapeutic tools: This intervention focuses on identifying, challenging, and modifying maladaptive thought patterns and replacing them with adaptive responses. Key therapeutic tools include: psychoeducation on the nature of anxiety; cognitive identification and restructuring; exposure techniques; muscle relaxation techniques; training in time management and effective study skills; and stress management during testing situations. Session content: Session 1: Pre-testing; establishing the therapeutic alliance; introducing the cognitive model (the link between thoughts, emotions, and behaviors); and explaining the role of maladaptive thoughts in social and test anxiety. Session 2: Training in identifying negative automatic thoughts; introducing common cognitive distortions among students; and practicing thought recording in stressful situations. Session 3: Teaching progressive muscle relaxation techniques as a tool to manage physiological anxiety responses during study and exams. Session 4: Gradual exposure techniques; challenging irrational beliefs regarding "being judged by others"; and replacing them with realistic thoughts. Session 5: Enhancing academic coping skills; teaching study planning, time management, and overcoming procrastination; and practicing cognitive restructuring regarding grade-related concerns. Session 6: Examining "negative perfectionism" beliefs and their role in test anxiety; using "reminder cards" to replace anxiety-inducing thoughts with positive, rational affirmations. Session 7: "Problem-solving" practice for challenging social and academic situations; training in assertiveness skills to improve social interactions at school. Session 8: Review of material covered, relapse prevention, and addressing students' final questions; administration of the post-test and coordination for the follow-up assessment. Intervention group: Religious Beliefs Intervention: Duration per session: 90 minutes. Total sessions: 8. Frequency: Twice weekly. Therapeutic tools: This intervention focuses on activating religious resources—such as *tawakkul* (trust in God), prayer, and supplication—as protective factors against stress. Key therapeutic tools include: guided discussions centered on religious texts; spiritual meditation exercises; analysis of religious beliefs that effectively counter anxiety; and training in active *tawakkul* as an alternative to irrational worry. Session Content: Session 1: Pre-test administration; explaining the link between mental health and religious beliefs; introducing the concept of *tawakkul* as a strategy to reduce anxiety and accept the outcomes of school efforts. Session 2: Examining the role of self-esteem from a religious perspective; discussing "self-worth" to cope with the fear of judgment in social and classroom settings. Session 3: Teaching relaxation techniques centered on *dhikr* (remembrance of God) and reflection on divine verses; using religious affirmations to manage the physiological responses associated with exam anxiety. Session 4: Exploring "prayer" as a tool for emotional release; learning how to converse with God during moments of solitude and anxiety to reduce feelings of isolation in social situations. Session 5: Elevating the concept of "effort and diligence" to the status of a moral and religious duty; discussing "procrastination" through the lens of religious discipline and fostering greater responsibility for academic performance. Session 6: Examining the maladaptive nature of distorted religious beliefs; reframing one's view of God to emphasize His mercy, thereby alleviating the pressure of perfectionism regarding exams. Session 7: Teaching skills to cope with disappointment and failure through the concepts of "patience" and "contentment"; using gratitude techniques to shift focus from perceived deficiencies to personal strengths. Session 8: Summarizing the sessions and integrating reliance on the Divine (*tawakkul*) with practical effort in student life; offering final suggestions for maintaining composure during exam periods; administering the post-test and scheduling the follow-up assessment. Control group: They will not receive any intervention during the course of the study; however, to prevent threats to internal validity—such as compensatory rivalry in the control group or demoralization—they will receive the intervention after the data collection phase. Social Anxiety. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: The measurement method will be the Reynolds and Richmond (1978) Social Anxiety Questionnaire. Test Anxiety. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: The way to measure anxiety will be the Sarason (1958) test. Academic Performance. Timepoint: 1. Pre-test (before the start of the intervention) 2. Post-test (immediately after the end of the intervention period) 3. One-month follow-up after the intervention. Method of measurement: The measurement will be by academic performance. Islamic Azad University Approved 2026-07-14 Ethics Committee, Ahvaz Branch, Islamic Azad University Opposite Keshavarz Street, Farhang Shahr, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)