The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety

Oct 15, 2026

Educational programs that integrate social-emotional learning strategies, study skills, and mindful breathing with biofeedback can help adolescents lower worry and social stress, strengthen test-preparedness self-efficacy, and improve academic performance through reduced test anxiety. This quasi-experimental explanatory mixed-methods study implemented a SEL intervention in a high school psychology course and evaluated pre/post changes in attitude, behavior, academic outcomes, and physical responses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Introduction

Study Design and Intervention

Measures and Data Collection

Quantitative Results

Qualitative Findings

Educational Implications

The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety Carolyn McLeod University of Calgary Mike Boyes University of Calgary Abstract Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels oftest anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental Canadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) explanatory mixed methods study conducted at a rural Alberta high school examined preand post-intervention results between two groups of Grades 9–12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey–Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from.45 to .65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms. Keywords: test anxiety, adolescents, social-emotional learning, mindfulness, biofeedback Résumé Les programmes éducatifs qui intègrent des stratégies d’apprentissage socioaffectif, des techniques d’étude et une respiration consciente à l’aide de la rétroaction biologiquepeuvent aider les adolescents à réduire leurs inquiétudes et leur stress social, à accroître leur capacité à se préparer aux examens et à améliorer leurs résultats scolaires en raison d’un niveau d’anxiété moins élevé lors des examens. L’étude actuelle examine l’efficacité d’une intervention d’apprentissage socioaffectif (mise en œuvre dans un cours de psychologie d’une école secondaire) axée sur les aptitudes à l’étude et la respiration consciente, et son impact sur l’attitude et les changements de comportement des élèves (par exemple, l’anxiété due aux examens, l’autoefficacité), les résultats scolaires et les changements physiques. Une étude quasi expérimentale de méthodes explicatives mixtes menée dans une école secondaire en région rurale de l’Alberta a examiné les résultats pré et post-intervention de deux groupes d’élèves de la 9e à la 12e année (N = 105). Un groupe a bénéficié de l’intervention (séances de respiration consciente, de techniques de régulation émotionnelle, des aptitudes Canadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021) [www.cje-rce.ca](www.cje-rce.ca) à l’étude et à la préparation aux examens, et de stratégies d’adaptation) tandis que l’autre areçu le programme régulier. Les données quantitatives comprenaient un sondage pour tester l’anxiété, un

FAQs

What intervention did the study evaluate for adolescent test anxiety?

The study evaluated a social-emotional learning (SEL) intervention embedded in a high school psychology course. It focused on study skills, mindful breathing, emotional regulation techniques, and coping strategies using biofeedback-related mindful breathing sessions.

How was test anxiety measured in the study?

Quantitative outcomes used a Test Anxiety Survey (TAS) and a Student Opinion Survey–Short Form (SOS-SF), along with reading comprehension tests to track attitude and behavioral changes.

What were the main reported effects of the intervention?

Repeated-measures ANOVAs showed increased self-efficacy for preparation and test-taking, improved academic achievement, reduced worry about future social stress, and increased positive affect. Qualitative findings indicated students gained new SEL strategies to handle stressful testing situations more effectively.

Oct 15, 2026

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