The Effect of Mindfulness-Based Education on Academic Self-Efficacy and School Adjustment in Anxious Female Students
Keywords:
Mindfulness-Based Education, Academic Self-Efficacy, School Adjustment, Anxious StudentsAbstract
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.
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