The role of mindfulness in reducing test anxiety and improving academic performance among high school students
نویسندگان
1 Master of Science, Department of Clinical Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2 Department of General Psychology, Payam Noor University, Tehran, Iran.
3 Department of Educational Governance and Human Resource, Ker.C., Islamic Azad University, Kermanshah, Iran
doi
10.22037/sdh.v11i1.50885چکیده
Background: The present study aimed to investigate the effect of mindfulness training on reducing test anxiety and improving the academic performance of high school students. Methods: This quasi-experimental study used a pre-test–post-test control group design. The study population included all 10th-grade students from high schools in Tehran during the 2024–2025 academic year. A total of 60 students were selected through cluster random sampling and randomly assigned to the experimental (n=30) and control (n=30) groups. The experimental group participated in eight 90-minute sessions of mindfulness training based on Kabat-Zinn’s model, while the control group did not receive any intervention. Data were collected using the Spielberger Test Anxiety Inventory and students’ final semester grade point average (GPA) as an indicator of academic performance. Data were analysed using independent t-test, paired t-test, and analysis of covariance (ANCOVA) in SPSS-26. Results: The results indicated that the mean score of test anxiety in the experimental group significantly decreased after the intervention (P<0.001), while no significant difference was observed in the control group. The mean academic performance of the experimental group improved significantly (P=0.002). The ANCOVA results showed that mindfulness training had a significant effect on both test anxiety and academic performance. Conclusion: Mindfulness training can be used as an effective intervention to reduce test anxiety and enhance students’ academic performance. Implementing mindfulness-based educational programs in schools can play a key role in improving students’ mental health and promoting effective learning outcomes.
