The Effect of Mindfulness-Based Education on Academic Self-Efficacy and School Adjustment in Anxious Female Students
Asma Fooladi, Mahsa Alamolhoda, Mehrnoush Javaezi Shishavan, Fakhrisadat Hosseini, Farahnaz Jameinezhad, Zahra Arabsalari
Quarterly of Experimental and Cognitive Psychology 2025 DOI: 10.61838/qecp.189 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental with pre-test and post-test design with a control group Peer reviewed |
|---|---|
| Sample size | 40 |
| Population | Anxious female high school students who referred to the counseling center of Ahvaz Education |
| Intervention | Mindfulness-based education |
| Duration | 8 sessions of 2 hours |
| Measures | anxiety inventory (Beck et al., 1988), academic self-efficacy questionnaire (Jinks and Morgan, 1999), adjustment inventory for school students (Sinha and Singh, 1993) |
| Topics | Anxiety Meditation |
| Keywords | Nonprobability sampling Inclusion mineral Academic achievement Population Research design Academic year Control management Medical education Clinical psychology Multivariate analysis Significant difference Developmental psychology Sample material Scale ratio |
| Key findings | Mindfulness-based education significantly improved academic self-efficacy and school adjustment in anxious female students compared to a control group (P<0.001). |
Abstract
Objective: Anxious students during their studies have low academic self-efficacy and face challenges in school adjustment. Therefore, the present study was conducted with the aim of determine the effect of mindfulness-based education on academic self-efficacy and school adjustment in anxious female students. Methodology: This research was a quasi-experimental with a pre-test and post-test design with a control group. The research population was anxious female students of high school who referred to the counseling center of Ahvaz Education in the autumn season of 2024 year. The research sample was 40 anxious female students who were selected after reviewing the inclusion criteria with using a purposive sampling method and randomly assigned into two equal groups. The experimental group underwent 8 sessions of 2-hour mindfulness-based education and the control group remained on the waiting list for educating. The research instruments were included the anxiety inventory (Beck et al., 1988), academic self-efficacy questionnaire (Jinks and Morgan, 1999) and adjustment inventory for school students (Sinha and Singh, 1993). The data of this study were analyzed with using multivariate analysis of covariance method in SPSS-25 software at a significant level of 0.05.
Findings: The results of the present study showed that there was a significant difference between anxious female students of the experimental and control groups in terms of both academic self-efficacy and school adjustment variables. In the other words, mindfulness-based education improved the academic self-efficacy and school adjustment in anxious female students (P<0.001).
Conclusion: Regarded to the above results, school counselors and psychologists can use mindfulness-based education alongside with other effective educational methods to improve academic self-efficacy and school adjustment in students.