Test anxiety is an important factor affecting the learning effect and psychological health of higher vocational students. This study constructed a test anxiety intervention model based on the combination of cognitivebehavioral theory and neurofeedback technology. Using a 2×2 mixed experimental design, 50 higher vocational students were selected as the research subjects, divided into 25 each of the experimental group and the control group, and a five-week intervention experiment was implemented. The cognitive behavioral changes and EEG activity characteristics of the students before and after the intervention were analyzed through EEG signal acquisition and psychological scale measurement. The study used a portable three-lead EEG acquisition device to collect five types of EEG signals, Delta wave, Theta wave, Alpha wave, Beta wave and Gamma wave, and extracted linear and nonlinear features for difference analysis. The results showed that the experimental group showed significant improvement in cognitive test anxiety, and the group and time-point interactions reached a significant level (p=0.041); subject 1 scores improved significantly, with a significant interaction (p=0.021); obsessivecompulsive symptoms were effectively alleviated, with a significant interaction (p=0.011); and the Beta wave of subjects in the high-test anxiety group was significantly higher than that of subjects in the low-test anxiety group (p= 0.038). The study shows that cognitive behavioral therapy combined with neurofeedback technology can effectively reduce the test anxiety level of higher vocational students and improve their academic performance, which provides a scientific basis and practical guidance for test anxiety intervention.