Effectiveness of Mindfulness on Social Anxiety and Academic Self efficacy of High School Girl Students
Fatemeh Jahanshahi, Bahar Bahaedini
Health Psychology and Behavioral Disorders 2026 DOI: 10.61838/jhpbd.282 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental study with pre-test-post-test and control group Peer reviewed |
|---|---|
| Sample size | 30 |
| Population | Junior high school girl students aged 12-18 in Tehran, first semester of 1403-1404 |
| Intervention | Mindfulness training |
| Duration | 10 sessions of 90 minutes |
| Measures | Canor et al. (2000) questionnaire, academic self-efficacy questionnaire (ASQ) Zaxakura et al. (2005) |
| Topics | Anxiety Meditation |
| Key findings | Mindfulness training was associated with significantly higher academic self-efficacy (eta-squared = 0.42) and lower social anxiety (eta-squared = 0.35) in the experimental group compared with controls, with both differences significant at p < 0.001. The authors conclude that mindfulness effectively improves academic self-efficacy and reduces social anxiety. |
Abstract
background and
Objective: students are exposed to psychological problems such as social anxiety and low academic self - efficacy due to exposure to various educational challenges, so this study was conducted to investigate the effectiveness of mindfulness on social anxiety and academic self - efficacy in high school girl students.
Method: this study was a quasi - experimental study with pre - test - post - test and control group. the statistical population included all the junior high school girl students with the age range of 12 - 18 years in tehran in the first semester of 1403 - 1404 .using cluster sampling method , three schools were selected and among eligible students , 30 students were selected and randomly assigned to experimental (n = 15 ) and control (n= 15 ) groups .the experimental group received mindfulness training in 10 sessions of 90 minutes .data were collected by Canor, et al. (2000) questionnaire and academic self efficacy questionnaire (ASQ)Zaxakura, et al. (2005) and analyzed by multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA).
Results: the results showed that there is a significant difference between two groups of experimental and control groups in social anxiety and academic self efficacy variables (p<0.05). mindfulness significantly increased academic self efficacy(η²=0/42, p<0.001, F=23/02 ) and social anxiety (η²= 35/0 , p<0.001, F=21/35).
Conclusion: mindfulness is an effective way to improve academic self efficacy and decrease social anxiety by increasing the knowledge of students, reducing rumination and changing the relationship with negative emotions .
Comparable studies
Other experimental studies on anxiety, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| A PILOT STUDY OF GROUP MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) FOR COMBAT VETERANS WITH POSTTRAUMATIC STRESS DISORDER (PTSD) Veterans with chronic combat posttraumatic stress disorder seeking treatment at a VA... | 2013 | Quasi-experimental with treatment-as-usual comparison group | n = 37 |
| Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience. | 2010 | Experimental study | |
| Neural correlates of mindfulness meditation-related anxiety relief Healthy adults with no prior meditation experience | 2013 | Within-subjects experimental study | n = 15 |
| Intensive mindfulness training-related changes in cognitive and emotional experience Community adults | 2009 | Quasi-experimental and longitudinal | n = 69 |
| Prospective examination of synthetic 5-methoxy-N,N-dimethyltryptamine inhalation: effects on salivary IL-6, cortisol levels, affect, and non-judgment Volunteers | 2019 | Within-subjects experimental study | n = 11 |