This study aims to examine the effects of breathing exercises administered to associate degree students on test anxiety and academic achievement.

Primary Research Question:

Do breathing exercises administered to associate degree students reduce test anxiety and improve academic achievement?

Researchers will compare the effects of breathing exercises on test anxiety and academic achievement by using a control group (no breathing exercise intervention) and an intervention group.

Participants:

All students from a vocational school who consent to participate will be administered the Westside Test Anxiety Scale.

Students with high anxiety scores will be assigned to the intervention group.

The intervention group will receive breathing exercise training delivered by a certified Breathing Coach (the researcher).

Breathing exercises will be conducted for 40 minutes per week, over a 6-week period.

Students will be asked to maintain a breathing exercise log.

Following the end-of-term examinations, data collection forms will be re-administered and results will be compared between pre- and post-intervention assessments.

This study aims to investigate whether breathing exercises can help reduce test anxiety and improve academic performance in undergraduate students. Students who volunteer will complete a short test anxiety questionnaire. Those with higher levels of test anxiety will be randomly assigned to an intervention group or a control group. The intervention group will practice breathing exercises once a week for 45 minutes over 8 weeks and receive information on coping strategies for test anxiety. The study will examine changes in test anxiety and course exam scores.

Inclusion Criteria:

• Vocational school students
• Obtaining informed consent from students
• No language, hearing, intellectual, or psychological impairments
• Ability to speak and understand Turkish
• Willingness to participate in the study

Exclusion Criteria:

• Presence of any chronic disease
• Use of any psychiatric medication