Anxiety StateNCT06341569
Physical Therapy Students: Well-being
A study testing Respiratory breathing techniques group in people with Anxiety State and Motivation, run by University of Medicine and Pharmacy "Victor Babes" Timisoara at 1 site in Romania.
Trial summary
This study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Anxiety State, Motivation, Life Stress
- What is being tested?
- Respiratory breathing techniques group
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 128 participants
- Where
- 1 siteRomania
- Study dates
- 9 May 2024to 30 Oct 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Students: enrolled in the physical therapy study program (year I, II and III) Age: > 18 years Ability to understand and follow instructions Availability to provide informed consent.
Who cannot join
- Pre-existing medical conditions: uncontrolled medical conditions (cardiovascular disease, severe respiratory problems) Use of psychotropic drugs: drugs that could significantly affect mood, anxiety level, or sleep quality.
- Pregnancy: due to potential physiological changes that could influence the results of the study.
- Inability to comply with study requirements: these could include completing questionnaires and participating in the respiratory techniques program (if part of the intervention group).
Trial locations and contacts
1 site in 1 country.
Romania1 site
University of Medicine and Pharmacy Victor Babes Timisoara
Timișoara, Timiș County, 3003001
About this study
Official title: Understanding Well-being in Physical Therapy Students: A Multi-Dimensional Analysis of Motivation, Life Satisfaction, and Perceived Academic Quality
This study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
Read the detailed description
Understanding the psychosocial state of academic students has become a primary concern in contemporary educational research and practice. As students go through the challenges of higher education, factors such as motivation, life satisfaction, and happiness play crucial roles in shaping their academic experiences and outcomes. Therefore, researchers have increasingly turned their attention to studying these elements in order to gain insight into the overall state of students and inform strategies designed to create positive educational outcomes.
The implications of studying motivation, life satisfaction, and happiness among academic students are far-reaching. By gaining a deeper understanding of these psychosocial elements, educators and policymakers can develop interventions and programs designed to cultivate positive learning environments that support students' psychological well-being and academic success. For example, strategies that enhance intrinsic motivation, such as promoting autonomy and providing meaningful learning opportunities, can lead to improved engagement and academic achievement. Similarly, initiatives that promote a sense of belonging and social support can improve students' overall life satisfaction and happiness.
Thus, this study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
- Conditions
- Anxiety State, Motivation, Life Stress, Sleep, Inadequate
- Being tested
- Respiratory breathing techniques group
- Keywords
- Students, Physical Therapy, Anxiety, Motivation, Happiness, Breathing techniques
- Medical subject headings
- Anxiety Disorders, Stress, Psychological, Sleep Deprivation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Respiratory breathing techniques groupOther
Target group: subjects in the respiratory breathing techniques group. Program duration: the program lasts for 14 weeks.
Breathing techniques: the program includes various breathing exercises, including:
Diaphragmatic breathing teaches participants to breathe deeply, engaging the diaphragm muscle, which can improve lung capacity and relaxation.
Pursed-lips breathing: this technique involves inhaling through the nose and exhaling slowly through pursed lips, which can help slow down breathing and manage shortness of breath.
Alternate nostril breathing: this technique involves closing one nostril while inhaling and exhaling through the other nostril alternately.
Relaxation techniques: the program incorporates progressive muscle relaxation techniques. This involves progressively tensing and relaxing different muscle groups.
Medical education: topics like the anatomy of the respiratory system, the importance of proper breathing, potential benefits of specific breathing exercises.
| Study group | Role | What they receive |
|---|---|---|
| Respiratory breathing techniques group | Experimental | Subjects included in the intervention group will receive a 14 week breathing technique program that will include: different types of breathing techniques (diaphragmatic, pursed-lips, alternate nostril breathing, etc.); progressive muscle relaxation techniques; and medical education about breathing. Receives: Other: Respiratory breathing techniques group |
| Control group | No intervention | Second-year physical therapy students that do not want to participate in the breathing technique program and will complete only the questionnaires. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Assessing intrinsic and extrinsic motivation levels among physical therapy students.
The Motivational Styles Questionnaire (MSLQ) assesses students' intrinsic and extrinsic motivation levels. The MSLQ does not have a standard range of minimum and maximum values. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Measured: At the beginning of the study
Assessing the happiness levels of the students participating in the study.
The Oxford Happiness Questionnaire evaluates happiness levels. It ranges from 1 to 6. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Measured: At the beginning of the study
Assessing the positive and negative emotional states of the students participating in the study.
The PANAS-GEN Questionnaire measures positive and negative expressions to provide insights into emotional states. It ranges from 1 to 5. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Measured: At the beginning of the study
Assessing the well-being of the students participating in the study.
The RYFF Psychological Well-being Questionnaire assesses different aspects of psychological well-being among students. The RYFF Psychological Well-being Questionnaire typically ranges from 1 to 6. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Measured: At the beginning of the study
Assessing the overall life satisfaction levels of the students participating in the study.
The Satisfaction with Life Questionnaire evaluates overall life satisfaction. It ranges from 1 to 7. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome and reflect higher levels of life satisfaction.
Measured: At the beginning of the study
Assessing the subjective happiness levels of the students participating in the study.
The Subjective Happiness Scale assesses subjective happiness levels. It ranges from 1 to 7. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Measured: At the beginning of the study
Assessing the sleep quality of the students participating in the study.
The Pittsburgh Quality of Sleep Index (PSQI) evaluates the sleep quality of the participants. It ranges from 0 to 21. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Measured: At the beginning of the study
Assessing the worry and anxiety levels of the students participating in the study.
The Penn State Worry Questionnaire (PSWQ) assesses students' worry and anxiety levels. It ranges from 1 to 5. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety.
Measured: At the beginning of the study
Assessing the effects of the respiratory techniques program on the intrinsic and extrinsic motivation levels of the students participating in the study.
Comparison of the MSLQ baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the happiness levels of the students participating in the study.
Comparison of the Oxford Happiness Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the students' positive and negative emotional states.
Comparison of the PANAS-GEN Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the students' well-being.
Comparison of the RYFF Psychological Well-being Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the overall life satisfaction levels of the students participating in the study.
Comparison of the Satisfaction with Life Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome, reflecting higher levels of life satisfaction.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the subjective happiness levels of the students participating in the study.
Comparison of the Subjective Happiness Scale baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the quality of sleep of the students participating in the study.
Comparison of the Pittsburgh Quality of Sleep Index (PSQI) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Measured: 14 weeks after the beginning of the study
Assessing the effects of the respiratory techniques program on the worry and anxiety levels of the students participating in the study.
Comparison of the Penn State Worry Questionnaire (PSWQ) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety
Measured: 14 weeks after the beginning of the study
Adherence to breathing exercises at 12-month follow-up
Adherence will be assessed using a structured self-report questionnaire developed for this study. Key variables include: weekly frequency, session duration, technique used, barriers, and perceived utility. A composite dose index (frequency × duration) and binary adherence variable will be calculated. Full questionnaire, codebook, and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
Measured: 12 months after the end of the intervention
Coping strategies assessed with the COPE at 12-month follow-up
Coping will be measured using the COPE inventory (50-item version). The scale includes multiple subscales such as active coping, emotional support, denial, acceptance, planning, and others. Subscale scores will be computed according to the scoring manual.
Measured: 12 months after the end of the intervention
Self-esteem assessed with the Rosenberg Self-Esteem Scale at 12-month follow-up
Self-esteem will be measured using the Rosenberg Self-Esteem Scale (RSES), a 10-item validated questionnaire. Higher total scores indicate higher self-esteem.
Measured: 12 months after the end of the intervention
Perceived psychological benefit of breathing practice at 12-month follow-up
Psychological benefit will be evaluated using four Likert-scale items measuring perceived improvement in stress, sleep, positivity, and worry. A composite mean score will be calculated (Perceived_benefit_mean). Instrument details and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
Measured: 12 months after the end of the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Apr 2024
- Study start9 May 2024
- Primary completion29 Aug 2024
- Study completion30 Oct 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Anxiety StateStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Screening
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Model description
- This study uses a multiple-group design to investigate various psychosocial aspects of physical therapy students and to explore the potential benefits of breathing techniques as a well-being-promoting intervention. The study involves three groups: Intervention group: second-year physical therapy students participating in a 14-week breathing techniques program. Control group: second-year physical therapy students who do not participate in the program but complete the same questionnaires. Comparison groups: 1st, 2nd, and 3rd year physical therapy students participating in assessments only.
- Masking
- None (open label)
- Enrolment
- 128 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Medicine and Pharmacy "Victor Babes" Timisoara
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Crisan Alexandru Florian, University of Medicine and Pharmacy "Victor Babes" Timisoara
- Investigators
- Alexandru Florian Crisan, PhD, Principal investigator, University of Medicine and Pharmacy "Victor Babes" Timisoara
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06341569
- Sponsor's protocol ID
- 11/07.03.2024
- Status last verified
- Aug 2025
- First submitted
- 14 Mar 2024
- Last updated
- 29 Aug 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Publications
Crisan AF, Pescaru CC, Maritescu A, Carunta V, Stoicescu ER, Oancea C, Amaricai E, Onofrei RR. A 14-week structured breathing program: an investigation into its impact on psychological health parameters in university students. BMC Public Health. 2025 Apr 14;25(1):1395. doi: 10.1186/s12889-025-22585-8.
PubMed 40229773
Study at a glance
From the registry record, last updated by the sponsor on 29 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Understanding Well-being in Physical Therapy Students: A Multi-Dimensional Analysis of Motivation, Life Satisfaction, and Perceived Academic Quality
- ClinicalTrials.gov ID
- NCT06341569
- Acronym / sponsor ID
- 11/07.03.2024
- Conditions
- Anxiety State, Motivation, Life Stress, Sleep, Inadequate
- Keywords
- Students, Physical Therapy, Anxiety, Motivation, Happiness, Breathing techniques
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 128 participants (actual)
- Lead sponsor
- University of Medicine and Pharmacy "Victor Babes" TimisoaraUniversity, hospital or other
- Study start
- 9 May 2024 (actual)
- Primary completion
- 29 Aug 2024 (actual)
- Study completion
- 30 Oct 2024 (actual)
- First posted
- 2 Apr 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
Detailed description
Understanding the psychosocial state of academic students has become a primary concern in contemporary educational research and practice. As students go through the challenges of higher education, factors such as motivation, life satisfaction, and happiness play crucial roles in shaping their academic experiences and outcomes. Therefore, researchers have increasingly turned their attention to studying these elements in order to gain insight into the overall state of students and inform strategies designed to create positive educational outcomes.
The implications of studying motivation, life satisfaction, and happiness among academic students are far-reaching. By gaining a deeper understanding of these psychosocial elements, educators and policymakers can develop interventions and programs designed to cultivate positive learning environments that support students' psychological well-being and academic success. For example, strategies that enhance intrinsic motivation, such as promoting autonomy and providing meaningful learning opportunities, can lead to improved engagement and academic achievement. Similarly, initiatives that promote a sense of belonging and social support can improve students' overall life satisfaction and happiness.
Thus, this study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
Study design
- Primary purpose
- Screening
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study uses a multiple-group design to investigate various psychosocial aspects of physical therapy students and to explore the potential benefits of breathing techniques as a well-being-promoting intervention. The study involves three groups: Intervention group: second-year physical therapy students participating in a 14-week breathing techniques program. Control group: second-year physical therapy students who do not participate in the program but complete the same questionnaires. Comparison groups: 1st, 2nd, and 3rd year physical therapy students participating in assessments only.
| Arm | Type | Receives |
|---|---|---|
| Respiratory breathing techniques group | Experimental | Other: Respiratory breathing techniques groupSubjects included in the intervention group will receive a 14 week breathing technique program that will include: different types of breathing techniques (diaphragmatic, pursed-lips, alternate nostril breathing, etc.); progressive muscle relaxation techniques; and medical education about breathing. |
| Control group | No intervention | –Second-year physical therapy students that do not want to participate in the breathing technique program and will complete only the questionnaires. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Students: enrolled in the physical therapy study program (year I, II and III) Age: > 18 years Ability to understand and follow instructions Availability to provide informed consent.
Key exclusion criteria (3 listed)
- Pre-existing medical conditions: uncontrolled medical conditions (cardiovascular disease, severe respiratory problems) Use of psychotropic drugs: drugs that could significantly affect mood, anxiety level, or sleep quality.
- Pregnancy: due to potential physiological changes that could influence the results of the study.
- Inability to comply with study requirements: these could include completing questionnaires and participating in the respiratory techniques program (if part of the intervention group).
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Respiratory breathing techniques groupTarget group: subjects in the respiratory breathing techniques group. Program duration: the program lasts for 14 weeks. Breathing techniques: the program includes various breathing exercises, including: Diaphragmatic breathing teaches participants to breathe deeply, engaging the diaphragm muscle, which can improve lung capacity and relaxation. Pursed-lips breathing: this technique involves inhaling through the nose and exhaling slowly through pursed lips, which can help slow down breathing and manage shortness of breath. Alternate nostril breathing: this technique involves closing one nostril while inhaling and exhaling through the other nostril alternately. Relaxation techniques: the program incorporates progressive muscle relaxation techniques. This involves progressively tensing and relaxing different muscle groups. Medical education: topics like the anatomy of the respiratory system, the importance of proper breathing, potential benefits of specific breathing exercises. | Other | Respiratory breathing techniques group |
Primary outcome
Assessing intrinsic and extrinsic motivation levels among physical therapy students.
Time frame: At the beginning of the study
The Motivational Styles Questionnaire (MSLQ) assesses students' intrinsic and extrinsic motivation levels. The MSLQ does not have a standard range of minimum and maximum values. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the happiness levels of the students participating in the study.
Time frame: At the beginning of the study
The Oxford Happiness Questionnaire evaluates happiness levels. It ranges from 1 to 6. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the positive and negative emotional states of the students participating in the study.
Time frame: At the beginning of the study
The PANAS-GEN Questionnaire measures positive and negative expressions to provide insights into emotional states. It ranges from 1 to 5. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the well-being of the students participating in the study.
Time frame: At the beginning of the study
The RYFF Psychological Well-being Questionnaire assesses different aspects of psychological well-being among students. The RYFF Psychological Well-being Questionnaire typically ranges from 1 to 6. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the overall life satisfaction levels of the students participating in the study.
Time frame: At the beginning of the study
The Satisfaction with Life Questionnaire evaluates overall life satisfaction. It ranges from 1 to 7. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome and reflect higher levels of life satisfaction.
Assessing the subjective happiness levels of the students participating in the study.
Time frame: At the beginning of the study
The Subjective Happiness Scale assesses subjective happiness levels. It ranges from 1 to 7. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the sleep quality of the students participating in the study.
Time frame: At the beginning of the study
The Pittsburgh Quality of Sleep Index (PSQI) evaluates the sleep quality of the participants. It ranges from 0 to 21. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing the worry and anxiety levels of the students participating in the study.
Time frame: At the beginning of the study
The Penn State Worry Questionnaire (PSWQ) assesses students' worry and anxiety levels. It ranges from 1 to 5. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety.
Assessing the effects of the respiratory techniques program on the intrinsic and extrinsic motivation levels of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the MSLQ baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the effects of the respiratory techniques program on the happiness levels of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the Oxford Happiness Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the effects of the respiratory techniques program on the students' positive and negative emotional states.
Time frame: 14 weeks after the beginning of the study
Comparison of the PANAS-GEN Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the effects of the respiratory techniques program on the students' well-being.
Time frame: 14 weeks after the beginning of the study
Comparison of the RYFF Psychological Well-being Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the effects of the respiratory techniques program on the overall life satisfaction levels of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the Satisfaction with Life Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome, reflecting higher levels of life satisfaction.
Assessing the effects of the respiratory techniques program on the subjective happiness levels of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the Subjective Happiness Scale baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the effects of the respiratory techniques program on the quality of sleep of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the Pittsburgh Quality of Sleep Index (PSQI) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing the effects of the respiratory techniques program on the worry and anxiety levels of the students participating in the study.
Time frame: 14 weeks after the beginning of the study
Comparison of the Penn State Worry Questionnaire (PSWQ) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety
Adherence to breathing exercises at 12-month follow-up
Time frame: 12 months after the end of the intervention
Adherence will be assessed using a structured self-report questionnaire developed for this study. Key variables include: weekly frequency, session duration, technique used, barriers, and perceived utility. A composite dose index (frequency × duration) and binary adherence variable will be calculated. Full questionnaire, codebook, and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
Coping strategies assessed with the COPE at 12-month follow-up
Time frame: 12 months after the end of the intervention
Coping will be measured using the COPE inventory (50-item version). The scale includes multiple subscales such as active coping, emotional support, denial, acceptance, planning, and others. Subscale scores will be computed according to the scoring manual.
Self-esteem assessed with the Rosenberg Self-Esteem Scale at 12-month follow-up
Time frame: 12 months after the end of the intervention
Self-esteem will be measured using the Rosenberg Self-Esteem Scale (RSES), a 10-item validated questionnaire. Higher total scores indicate higher self-esteem.
Perceived psychological benefit of breathing practice at 12-month follow-up
Time frame: 12 months after the end of the intervention
Psychological benefit will be evaluated using four Likert-scale items measuring perceived improvement in stress, sleep, positivity, and worry. A composite mean score will be calculated (Perceived_benefit_mean). Instrument details and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Aug 2025.
- Derived from this study: PubMed 40229773Crisan AF, Pescaru CC, Maritescu A, Carunta V, Stoicescu ER, Oancea C, Amaricai E, Onofrei RR. A 14-week structured breathing program: an investigation into its impact on psychological health parameters in university students. BMC Public Health. 2025 Apr 14;25(1):1395. doi: 10.1186/s12889-025-22585-8.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Alexandru Florian Crisan, PhD principal investigator
University of Medicine and Pharmacy "Victor Babes" Timisoara
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Respiratory breathing techniques group in people with Anxiety State and Motivation, run by University of Medicine and Pharmacy "Victor Babes" Timisoara at 1 site in Romania.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Aug 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Romania. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Assessing intrinsic and extrinsic motivation levels among physical therapy students. (time frame: At the beginning of the study). The study lists 20 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06341569, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Aug 2025.