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IRCT20260426069171N1 IRCT 2026-06-20 Islamic Azad University, Ahvaz Branch Efficacy of Transactional Analysis Training on Perfectionism, Academic Engagement, and Self-Efficacy investigate the effectiveness of Transactional Analysis training on perfectionism, academic engagement, and self-efficacy among high school students with anxiety symptoms 2026-05-26 anticipated 45 Recruiting https://irct.ir/trial/89982 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Other design features: This study is a randomized controlled trial with a parallel design, using block randomization to ensure balanced sample sizes between the two groups. Additionally, outcome assessors were blinded to group allocation to minimize bias, Randomization description: Block randomization with a block size of 4 was used to ensure balanced allocation of participants between the intervention and control groups. The random allocation sequence was generated prior to the start of the study using SPSS software. After screening and confirmation of eligibility criteria, participants were enrolled sequentially and assigned a unique identification code. Eligible participants were then allocated to either the intervention or control group according to the pre-generated randomization list. To ensure allocation concealment, group assignments were placed in sequentially numbered, opaque, sealed envelopes. After a participant's enrollment was completed, the corresponding envelope was opened by a designated individual responsible for group allocation who was not involved in outcome assessment, and the participant's group assignment was revealed. N/A Anxiety. Intervention 1: Intervention Group: Participants in the intervention group will receive a therapeutic program based on Transactional Analysis (TA), implemented according to Eric Berne’s standard protocol in eight 60-minute sessions (two sessions per week). The primary objective of this intervention is to reduce anxiety, modify maladaptive cognitive-emotional patterns, and enhance students’ psychological functioning. Throughout the program, ego states (Parent, Adult, and Child) are identified and analyzed to address the underlying sources of internal conflicts, anxiety-provoking thoughts, and dysfunctional behavioral patterns. In addition, maladaptive psychological games and early injunctions and drivers that contribute to negative beliefs, excessive perfectionism, and anxiety are explored and therapeutically modified through script analysis and redecision processes. The intervention further aims to strengthen the Adult ego state, promote self-awareness, enhance self-efficacy, improve emotional regulation, and develop adaptive decision-making skills. By fostering healthier coping strategies, students are expected to respond more effectively to stressful situations. The therapeutic sessions incorporate active intervention techniques, including role-playing, cognitive restructuring, therapeutic group discussions, and between-session assignments, and are delivered by a trained researcher under professional supervision. Intervention 2: Control Group: Students in this group do not receive any specific educational intervention and are only covered by routine care and normal school programs. The educational course will be provided to them after the end of the study period. Yes - There is a plan to make this available What will be shared: The shared dataset consists of "Anonymized Individual Participant Data" (IPD). This dataset includes demographic information, baseline characteristics, and all primary and secondary outcome variables measured in the study (specifically, scores for perfectionism, academic engagement, and self-efficacy). All potentially shareable data will be made available after the complete removal of personally identifiable information (such as names, national IDs, and phone numbers) and their replacement with random codes. Consequently, applicants will have access to all raw data related to the study variables, except for information that directly links to individual identities. When: Access to the Individual Participant Data (IPD) will commence 6 months after the final results of the study are published in reputable scientific journals. This timeframe allows for the completion of initial analyses and the dissemination of primary findings; thereafter, qualified researchers may request access in compliance with ethical guidelines and data-sharing agreements. To whom: Access to the study data is restricted to academic researchers, scientific investigators, and graduate students with relevant qualifications. Applicants must submit their requests via an official university or institutional email address, clearly outlining their research objectives. Individuals working in the industrial sector or non-academic organizations are eligible only if they are formal partners or collaborators of an educational/research institution, and their requests are approved by the principal investigator. Conditions: Access is conditional upon signing a Data Use Agreement (DUA) and committing to confidentiality and non-identification of participants. Commercial use is prohibited, and data usage is restricted to research purposes only. Furthermore, the principal investigator must be acknowledged as a co-author in all publications resulting from the use of this data. Where to obtain: To obtain the data, applicants must submit their request in writing to the principal investigator of the study. The preferred order of communication is as follows: first, sending an official email to [mortezaahmadi19922@gmail.com]; second, making a telephone call to [09166467276] during office hours; and third, sending correspondence by post to the address: [61349-37333]. All requests must include a scientific justification and, if necessary, ethical approval, and responses will be provided through the same channel used for the request. How to obtain: Upon receipt of the formal request and signed Data Use Agreement (DUA), the principal investigator will evaluate the applicant's qualifications, including research objectives and ethical compliance. Once approved, the anonymized data will be securely shared via email in standard formats (e.g., CSV or SPSS). The entire process typically takes between 2 to 4 weeks. Comments:
public saknieh hamdani
Islamic Azad University, Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz
Ahvaz Iran (Islamic Republic of) 61349-37333 +98 61 3334 8421 info@iauahvaz.ac.ir Islamic Azad University, Ahvaz Branch scientific Sakineh Hamdani
Islamic Azad University, Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz
Ahvaz Iran (Islamic Republic of) 61349-37333 +98 61 3334 8421 info@iauahvaz.ac.ir Islamic Azad University, Ahvaz Branch Iran (Islamic Republic of) Female high school student High scores on the anxiety questionnaire Informed consent from both parents and students 12 years 18 years Both Severe psychiatric disorders Active use of psychotropic medications Participation in other clinical trials Underlying physical illnesses affecting anxiety F06.4 Anxiety disorder due to known physiological condition Treatment - Other N/A Intervention Group: Participants in the intervention group will receive a therapeutic program based on Transactional Analysis (TA), implemented according to Eric Berne’s standard protocol in eight 60-minute sessions (two sessions per week). The primary objective of this intervention is to reduce anxiety, modify maladaptive cognitive-emotional patterns, and enhance students’ psychological functioning. Throughout the program, ego states (Parent, Adult, and Child) are identified and analyzed to address the underlying sources of internal conflicts, anxiety-provoking thoughts, and dysfunctional behavioral patterns. In addition, maladaptive psychological games and early injunctions and drivers that contribute to negative beliefs, excessive perfectionism, and anxiety are explored and therapeutically modified through script analysis and redecision processes. The intervention further aims to strengthen the Adult ego state, promote self-awareness, enhance self-efficacy, improve emotional regulation, and develop adaptive decision-making skills. By fostering healthier coping strategies, students are expected to respond more effectively to stressful situations. The therapeutic sessions incorporate active intervention techniques, including role-playing, cognitive restructuring, therapeutic group discussions, and between-session assignments, and are delivered by a trained researcher under professional supervision. Control Group: Students in this group do not receive any specific educational intervention and are only covered by routine care and normal school programs. The educational course will be provided to them after the end of the study period. Perfectionism. Timepoint: Before the intervention (baseline/pre-test) and immediately after completion of the intervention (post-test). Method of measurement: The 30-Item Parental Perfectionism Hewitt, Felt, (1991) Questionnaire. Academic Engagement. Timepoint: Before the intervention (baseline/pre-test) and immediately after completion of the intervention (post-test). Method of measurement: Schaufeli et al. (2002) Academic Engagement Scale. Self-Efficacy. Timepoint: Before the intervention (baseline/pre-test) and immediately after completion of the intervention (post-test). Method of measurement: Sherer et al. (1983) General Self-Efficacy Scale. Academic performance. Timepoint: Before the intervention (baseline/pre-test) and immediately after completion of the intervention (post-test). Method of measurement: The Fam and Taylor (1999) Academic Performance Assessment Questionnaire. Islamic Azad University, Ahvaz Branch Approved 2026-02-28 Ethics committee of Islamic Azad University of ahvaz Ahvaz, Golestan Boulevard, Farhang Shahr, Islamic Azad University, Ahvaz Branch اهواز Khouzestan Iran (Islamic Republic of)