Implementation evaluation of an intervention aimed at reducing test anxiety in adolescents

Dados Bibliográficos

ID17554646
AutoresGabriela Campeau (0000-0002-6644-972X, Universidad Gabriela Mistral, autor correspondente), Gabrielle Yale‐Soulière (0000-0002-9018-8435, Université de Sherbrooke), Lyse Turgeon (Université de Montréal), Kassandra Berniqué (Université du Québec à Trois-Rivières), Kim Archambault (0000-0001-7716-7974, Université de Montréal)
Ano2025
Volume114
Páginas102731-102731
Data de publicação2025-11-19
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEvaluation and Program Planning (JOURNAL)
Identificadores do periódicoISSN: 0149-7189 • E-ISSN: 1873-7870
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.evalprogplan.2025.102731
PMID41260088
OpenAlexW4416339112
IdiomaEN
Referências citadas47

INTRODUCTION: Approximately 15 % of adolescents experience test anxiety in school settings. This type of anxiety, characterized by worries and physiological reactions to school assessments, can lead to significant academic and psychological difficulties. In response to the lack of effective school-based interventions, the Pastel workshops were developed. This targeted group intervention, which combines a cognitive-behavioral approach with study skills training, has demonstrated significant effects in reducing test anxiety in at-risk adolescents. OBJECTIVES: This study aims to: 1) determine whether the training provided by Boscoville to program facilitators was properly implemented, 2) evaluate the implementation of the Pastel workshops, and 3) explore the facilitators and barriers encountered in supporting facilitators and implementing the workshops. METHODOLOGY: The sample includes 24 students aged 14-17 in grades 10 and 11 from five schools who participated in the workshops, and nine professionals who facilitated them. Fidelity, delivered dosage, quality of delivery, and attendance and homework completion were measured to evaluate the implementation, while semi-structured interviews with the youth and facilitators were conducted to assess the implementation context. RESULTS: Findings show an overall score of 84 % for the evaluation of the training implementation and an average adherence score of 79 % for the workshop implementation. The context evaluation identified enablers and challenges based on Domitrovich's multilevel framework, across societal, environmental, intervention-specific, and support system levels. Key enablers included the involvement of a third-party organization, the group-based format, strong motivation among facilitators, the relevance of the strategies presented, and the quality of the training. However, challenges emerged at multiple levels, including limited engagement for some participants, issues related to the organization of the workshop content, suboptimal quality of some implementation materials, and time constraints related to preparation and facilitation. CONCLUSION: This study highlights that successful implementation of school-based psychosocial programs relies on thorough planning that integrates both core components and contextual factors. When combined with strong facilitator support, such planning fosters high fidelity, quality delivery, and sustained participant engagement

Anxiety · Facilitator · Intervention (counseling) · Pilot test · Program evaluation · Psychosocial · Quality (philosophy) · Test (biology) · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Health Policy Implementation Science