[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"academic-performance\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:academic-performance":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,4,0,[8,61,88,113],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":31,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":49,"lastUpdatePostDateStruct":50,"startDateStruct":53,"completionDateStruct":55,"leadSponsor":57,"locationsCount":60},"100630369","taabo-tutoring-study-100630369",false,"NCT07486778","Taabo Tutoring Study","Tutoring and Targeting to Reduce Secondary School Dropout in Côte d'Ivoire","Inclusion Criteria (Substudy 1)\n\n* Enrolled in Grade 10 (troisième) during the 2025\u002F26 school year in one of the 25 participating lower secondary schools.\n* Identified by school principals as weak performers at high risk of failing the final grade 10 exam (based on exam scores, teacher assessments, or internal academic performance indicators).\n* Males or females, aged 12 years or older at enrollment.\n* Residing in the Taabo HDSS catchment area.\n* Able to participate in small-group tutoring sessions.\n* Parent or guardian provides written informed consent for minors; student provides written assent.\n\nInclusion Criteria (Substudy 2)\n\n* Attended Grades 7-9 (6e, 5e, or 4e) during the 2025\u002F26 academic year.\n* Did not re-enroll in any lower secondary school at the start of the 2026\u002F27 academic year, verified through school records and home visits.\n* Males or females aged 12 years or older at enrollment.\n* Residing in the Taabo HDSS catchment area.\n* Able to participate in tutoring sessions organized after recruitment.\n* Parent or legal guardian provides written informed consent for minors; student provides written assent.\n\nExclusion Criteria (both substudies)\n\n* Individuals with severe cognitive or physical disabilities that would prevent meaningful participation in tutoring, based on information from parents, principals, and teachers.\n* Adolescents or families planning to move out of the study area during the intervention period.\n* For Substudy 2 only: adolescents who have already enrolled in an alternative education or vocational training programme at baseline.","ALL","12 Years",{"count":19,"type":20},1000,"ESTIMATED","INTERVENTIONAL",[23],"NA","Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire.\n\nApproximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group).\n\nStudents assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills.\n\nThe primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).",[26,27,28,29,30],"Secondary School Entry and Completion","Education Advancement","School Attendance","Educational Attainment","Academic Performance",[32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47],"Secondary education","School completion","Grade 10 national examination","Tutoring intervention","Peer tutoring","Teacher tutoring","Randomized controlled trial","Education intervention","Academic achievement","School enrollment","School re-enrollment","Lower secondary school","Adolescents","Côte d'Ivoire","Sub-Saharan Africa","Cost-effectiveness","NOT_YET_RECRUITING","2026-06-30",{"date":51,"type":52},"2026-07-02","ACTUAL",{"date":54,"type":20},"2026-09",{"date":56,"type":20},"2041-08",{"name":58,"class":59},"San Diego State University","OTHER",1,{"id":62,"slug":63,"hasResults":11,"nctId":64,"briefTitle":65,"officialTitle":66,"acronym":4,"eligibilityCriteria":67,"healthyVolunteers":68,"sex":16,"minAge":69,"maxAge":70,"enrollmentInfo":71,"targetDuration":4,"studyType":73,"phases":4,"briefSummary":74,"conditions":75,"keywords":4,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":79,"lastUpdatePostDateStruct":80,"startDateStruct":82,"completionDateStruct":84,"leadSponsor":86,"locationsCount":4},"100640359","internet-addiction-and-sleep-quality-among-medical-students-100640359","NCT07609784","Internet Addiction and Sleep Quality Among Medical Students","Impact of Internet Addiction on Sleep Quality and Academic Performance Among Medical Students at Sohag University.","Inclusion Criteria:\n\n* Medical students in Sohag university\n* Students who agree to participate in the study.\n\nExclusion Criteria:\n\n* • Students with known psychiatric illness (e.g., major depressive disorder, schizophrenia).\n\n  * Students with diagnosed neurological disorders or primary sleep disorders (e.g., epilepsy, narcolepsy, obstructive sleep apnea).\n  * Students who decline participation.",true,"18 Years","25 Years",{"count":72,"type":20},499,"OBSERVATIONAL","Internet addiction has become increasingly prevalent among medical students and may negatively affect sleep quality and academic performance. This cross-sectional study aims to assess the prevalence of internet addiction among medical students at Sohag University and evaluate its relationship with sleep quality and academic achievement using validated assessment tools.",[76,77,78,30],"Internet Addiction Level","Quality of Sleep","Medical Students","2026-05-26",{"date":81,"type":52},"2026-05-27",{"date":83,"type":20},"2026-07",{"date":85,"type":20},"2027-06",{"name":87,"class":59},"Sohag University",{"id":89,"slug":90,"hasResults":11,"nctId":91,"briefTitle":92,"officialTitle":93,"acronym":4,"eligibilityCriteria":94,"healthyVolunteers":68,"sex":16,"minAge":69,"maxAge":95,"enrollmentInfo":96,"targetDuration":4,"studyType":21,"phases":98,"briefSummary":99,"conditions":100,"keywords":4,"overallStatus":103,"whyStopped":4,"lastUpdateSubmitDate":104,"lastUpdatePostDateStruct":105,"startDateStruct":107,"completionDateStruct":109,"leadSponsor":111,"locationsCount":60},"100610932","neurofeedback-mindfulness-techniques-on-anxiety-stress-and-academic-performance-of-nursing-students-100610932","NCT07234006","Neurofeedback-mindfulness Techniques on Anxiety, Stress, and Academic Performance of Nursing Students","EFFECT OF NEUROFEEDBACK-MINDFULNESS TECHNIQUES ON ANXIETY, STRESS, AND ACADEMIC PERFORMANCE OF NURSING STUDENTS","Inclusion Criteria:\n\n* Students enrolled in the nursing degree at the University of Salamanca\n* Aged between 18 and 45 years\n* Willing to voluntarily participate in the study and sign the informed consent form.\n\nExclusion Criteria:\n\n* History of serious psychiatric disorders in the 6 months prior to inclusion in the study.","45 Years",{"count":97,"type":20},36,[23],"In today's society, anxiety and stress are prevalent emotional responses in mental health globally, significantly affecting students' well-being and academic performance. In particular, undergraduate nursing students face high levels of these problems due to the heavy academic workload and demands of their training, especially during exam periods. The need for concentration, emotional management, and decision-making under pressure contribute to the prevalence of these disorders, impacting both their quality of life and academic performance.\n\nDespite the existence of multiple strategies and techniques for managing these issues, it is still necessary to continue exploring innovative alternatives that complement traditional interventions. For this reason, this project aims to evaluate the effectiveness of mindfulness-neurofeedback as a treatment to reduce stress and anxiety in nursing students, with the goal of providing scientific evidence on this intervention. This brain training technique is presented as a promising option, based on the modulation of brain activity, with the potential to improve emotional regulation and concentration in the educational setting.",[101,102,30],"Anxiety","Stress","RECRUITING","2026-02-06",{"date":106,"type":52},"2026-02-09",{"date":108,"type":52},"2025-11-21",{"date":110,"type":20},"2026-05-31",{"name":112,"class":59},"University of Salamanca",{"id":114,"slug":115,"hasResults":11,"nctId":116,"briefTitle":117,"officialTitle":118,"acronym":119,"eligibilityCriteria":120,"healthyVolunteers":11,"sex":16,"minAge":121,"maxAge":4,"enrollmentInfo":122,"targetDuration":4,"studyType":21,"phases":124,"briefSummary":125,"conditions":126,"keywords":133,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":136,"lastUpdatePostDateStruct":137,"startDateStruct":139,"completionDateStruct":141,"leadSponsor":143,"locationsCount":60},"100598069","mindfulness-and-compassion-program-for-the-improvement-of-emotional-and-behavioral-problems-academic-performance-and-school-climate-in-students-in-the-last-cycle-of-primary-education-100598069","NCT07066696","Mindfulness and Compassion Program for the Improvement of Emotional and Behavioral Problems, Academic Performance and School Climate in Students in the Last Cycle of Primary Education.","Mindfulness and Compassion Program for the Improvement of Emotional and Behavioral Problems, Academic Performance and School Climate in Students in the Last Cycle of Primary Education (Cuida2 Project)","Cuida2","Inclusion Criteria:\n\n* To be a pupil, parent\u002Fguardian of a child or minor under guardianship or academic tutor in the 5th or 6th year of Primary Education.\n* Fluent in Spanish.\n* Provided informed consent.\n\nExclusion Criteria:\n\n* Participant's decision to withdraw from the study at any point","10 Years",{"count":123,"type":20},448,[23],"This randomized controlled trial aims to evaluate the efficacy of a Mindfulness and Compassion program to improve emotional and behavioral problems, academic performance and school climate of students in the last cycle of Primary Education.\n\nParticipants will be randomly assigned to the Cuida2 program or to an active control group practicing relaxation.\n\nThe different variables studied will be evaluated before and after the intervention, and at a three months follow-up. These evaluations will be carried out by the students and their families. In addition, a qualitative exploration will be carried out at the end of the programs, also including the teachers' perceptions.",[127,128,129,30,130,131,132],"Mindfulness","Compassion","Self-Compassion","School Climate","Mental Health","Primary School Students",[127,128,134,132,135,130,30],"Self-compassion","Emotional and Behavioural Problems","2025-07-04",{"date":138,"type":52},"2025-07-15",{"date":140,"type":20},"2025-10-06",{"date":142,"type":20},"2027-01-30",{"name":144,"class":59},"Universidad de Zaragoza"]