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ArticlePeer ReviewedOpen AccessPlagiarism Passed
Paper ID:IJSREM64905

Effectiveness of Guided Imagery (GI) on Examination Anxiety among Adolescents

Stream/Area:

-

Subject:

-

Paper ID:

IJSREM64905

Volume:

10 |

6 |

Jun 2026

Pages:

1-7

Publication Frequency:

Monthly (12 issues per year)

DOI
Digital Object Identifier
10.55041/IJSREM64905

License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.

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Authors

G. Ajith

G. Ajith

Mental Health Nursing

Mohamed Sathak AJ College of Nursing

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Dr. S. Kansal Mahariba

Dr. S. Kansal Mahariba

Mental Health Nursing

Chettinad College of Nursing, Chennai

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Dr. I.Safreena

Dr. I.Safreena

Obstsetrics & Gynaecological Nursing

Mohamed Sathak AJ College of Nursing

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Mentors

Dr. S. Kansal Mahariba

Dr. S. Kansal Mahariba

Mental Health Nursing

Chettinad College of Nursing

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Abstract

Background: Examination anxiety is highly prevalent among adolescents and negatively affects academic performance and psychological well-being. Guided Imagery (GI) is a simple, non-pharmacological relaxation technique shown to reduce Examination anxiety. Aim: To evaluate the effectiveness of Guided Imagery on examination anxiety among adolescents in selected schools at Chennai. Methods: A quantitative quasi-experimental pre-test and post-test control group design was adopted. One hundred adolescents studying 9th standard were selected using non-probability purposive sampling (Study group = 50; Control group = 50). Examination anxiety was assessed using the Modified Westside Test Anxiety Scale. The study group received Guided Imagery sessions for 15–20 minutes/day, five days a week for four weeks, while the control group received routine school activities. Results: The mean pre-test anxiety score in the study group was 26.4 ± 2.7, which significantly reduced to 13.2 ± 2.6 in the post-test (t = 27.8, p < 0.001). No significant reduction was observed in the control group. Post-test comparison between groups showed a statistically significant difference (t = 20.7, p < 0.001).Conclusion: Guided Imagery is an effective, economical, and feasible intervention for reducing examination anxiety among adolescents and can be incorporated into school mental health programs.

KEYWORDS

Guided imagery Examination anxiety Adolescents.

Cite This Article

G. Ajith, Dr. S. Kansal Mahariba, Dr. I.Safreena, Dr. S. Kansal Mahariba, "Effectiveness of Guided Imagery (GI) on Examination Anxiety among Adolescents," International Journal of Scientific Research in Engineering and Management, vol. 10, no. 6, pp. 1-7, Jun 2026. https://doi.org/10.55041/IJSREM64905

Full Article/Conclusion

Overall, the study underscores that effective clinical teaching behaviors and supportive instructor-student relationships are essential for enhancing the quality of clinical education and preparing competent future nurses.

References

·                  Galinha, I. C., de Carvalho, J. L. C. S., & de Oliveira, A. C. P. (2025). Mind Regulation-SEL: randomized controlled trial of the effects of a relaxation and guided imagery intervention. Trials, 26, 1–12. ·                  Xiang, C., & Li, X. (2025). Effects of mindfulness and relaxation interventions on adolescents’ test anxiety. BMC Psychology, 13, 45–56. ·                  Rajan, G., & Sandhu, M. (2025). Integrative psychological interventions for examination anxiety among students. Journal of College Student Mental Health, 4(1), 1–15. ·                  Jiang, J., Zeng, L., Kue, J., Li, H., Shi, Y., & Chen, C. (2023). Effective teaching behaviors in the emergency department: A qualitative study with Millennial nursing students in Shanghai. Nurse Education Today, 126, 105846. https://doi.org/10.1016/j.nedt.2023.105846 ·                  Al-Mahmoud, S., Al-Kandari, F., & Al-Shammari, F. (2024). Impact of clinical teacher behaviors on nursing students’ satisfaction and skill performance. Nurse Education Today, 136, 106900. https://doi.org/10.1016/j.nedt.2024.106900 ·                  Mohammadi, E., Mirzazadeh, A., & Shahsavari, H. (2021). Clinical teachers’ perceptions of role modeling: A qualitative study. BMC Medical Education, 21(1), 396. https://doi.org/10.1186/s12909-021-02648-1 ·                  Molina, C. (2021). The impact of length of experience on clinical nursing instructors’ perceptions of effective teaching behaviors in undergraduate nursing programs. Sigma Repository. https://www.sigmarepository.org/dnps/244 ·                  Knox, J. E., & Mogan, J. (1985). Important clinical teacher behaviors as perceived by university nursing faculty, students, and graduates. Journal of Advanced Nursing, 10(1), 25–30. https://doi.org/10.1111/j.1365-2648.1985.tb00492.x ·                  Jiang, J., Zeng, L., Kue, J., Li, H., Shi, Y., & Chen, C. (2023). Effective teaching behaviors in the emergency department: A qualitative study with Millennial nursing students in Shanghai. Nurse Education Today, 126, 105846. https://doi.org/10.1016/j.nedt.2023.105846 ·                  Kumar, P., & George, A. (2022). Influence of clinical instructor behavior on nursing students’ learning outcomes in South India. International Journal of Nursing Education, 14(3), 45–52. ·                  Mohammadi, E., Mirzazadeh, A., & Shahsavari, H. (2021). Clinical teachers’ perceptions of role modeling: A qualitative study. BMC Medical Education, 21(1), 396. https://doi.org/10.1186/s12909-021-02648-1 ·                  Saraswathi, S., & Nandhini, G. (2023). Association between language of instruction and learning perception among nursing students in Tamil Nadu. Indian Journal of Nursing Research, 14(2), 78–84.

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Publication Date

6/13/2026

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