The Effectiveness of Mindfulness-Based Cognitive Therapy on Academic Anxiety and Psychological Well-Being among Students

Abstract

Introduction and Aim: Academic anxiety and reduced psychological well-being are among the most significant mental health challenges affecting high school students and can negatively influence their academic performance and quality of life. The present study aimed to investigate the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) in reducing academic anxiety and improving psychological well-being among students.

Methodology: This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of female high school students in Babol, Iran. A sample of 30 students was selected purposively and randomly assigned into experimental and control groups (15 participants in each group). The experimental group received eight 60-minute sessions of MBCT, while the control group received no intervention. Data collection instruments included Sarason’s Test Anxiety Questionnaire and Ryff’s Psychological Well-Being Scale. Data were analyzed using analysis of covariance (ANCOVA) in SPSS-24 software.

Findings: The results of ANCOVA indicated that MBCT significantly reduced students’ academic anxiety (p<0.001, effect size=0.42). In addition, the interaction effect of time and group on academic anxiety was statistically significant (p<0.001, effect size=0.61). Regarding psychological well-being, the findings demonstrated that MBCT significantly improved psychological well-being (p<0.001, effect size=0.41), and the interaction effect of time and group was also significant for this variable (p<0.001, effect size=0.52). The high statistical power for both variables confirmed the adequacy of the sample size and the robustness of the findings.

Conclusion: The findings suggest that Mindfulness-Based Cognitive Therapy is an effective intervention for reducing academic anxiety and enhancing psychological well-being among students. Therefore, integrating mindfulness-based interventions into school counseling services and educational settings may contribute substantially to promoting students’ mental health and psychological functioning.