ACT‐Based Psychoeducation Program for Reducing Test Anxiety: A Mixed Method Case Study of Economically Disadvantaged Students

ABSTRACT University entrance exams in Türkiye often generate significant test anxiety among high school students. This study investigates the effectiveness of a psychoeducational intervention based on Acceptance and Commitment Therapy (ACT) in reducing test anxiety among 10th‐grade students. Employing a mixed‐methods sequential explanatory design, the study included nine economically disadvantaged high school students (aged 15–17), two of whom were female and seven males, who participated in a six‐session intervention. The quantitative phase utilized a quasi‐experimental one‐group pretest‐posttest design, with measurements conducted using the Cognitive Test Anxiety Scale, the Mindful Attention Awareness Scale–Adolescent Form, and the Multidimensional Psychological Flexibility Inventory–Short Form. The qualitative phase comprised focus group interviews guided by semi‐structured questions to explore participants' perspectives on the ACT‐based psychoeducation program. The results demonstrated a statistically significant reduction in test anxiety and an increase in psychological flexibility, while no significant changes were observed in mindfulness levels. Qualitative analysis revealed three central themes: perceived benefits, most and least useful aspects, and suggestions for improvement. These findings suggest that ACT‐based psychoeducation is an effective intervention for reducing test anxiety. Implications for future research and practical applications in educational and psychological contexts are discussed.