The association between test anxiety, learning strategies, and open-label placebo effects on academic test performance: a secondary analysis of a randomized controlled trial

These findings provide preliminary evidence that psychological processes, such as anxiety or the application of cognitive strategies, modulate the effects of OLPs on cognitive performance in exam situations, framed within the context of self-efficacy. Further pre-registered, hypothesis-driven research is warranted, as harnessing these processes in the light of OLP applications could optimize students' well-being and maximize their academic success, including long-term potential for optimizing therapeutic outcomes in clinical settings.