The study “The association between test anxiety, learning strategies, and open-label placebo effects on academic test performance” presents a secondary analysis of a randomized controlled trial. Elisa Frisaldi examined whether test anxiety and individual learning strategies moderate the effects of open-label placebos (OLPs) on academic performance. The results suggest that students with higher levels of test anxiety achieved better exam outcomes in the OLP group compared to the control group. Moreover, cognitive, metacognitive, and resource-related learning strategies appeared to interact with the placebo effect. The authors emphasize the need for further studies to confirm and extend these findings. Read the full publication