The Effectiveness of a Mindfulness-Based Stress Management Protocol on Academic Anxiety, Emotion Regulation, and Psychological Well-Being in Female University Students
Year: 2026
Type: article
Abstract: The present study aimed to investigate the effectiveness of the Mindfulness-Based Stress Reduction (MBSR) protocol on academic anxiety, emotion regulation, and psychological well-being among female university students.This study employed a quasi-experimental pretest-posttest design with a control group and a two-month follow-up.The statistical population consisted of female students at Islamic Azad University, Neyshabur Branch, during the 2025-2026 academic year.A total of 30 participants were selected through purposive sampling and randomly assigned to an experimental group and a control group (15 participants in each group).The experimental group received the MBSR intervention in eight 90-minute sessions, while the control group remained on a waiting list.The research instruments included the Academic Anxiety Questionnaire, the Garnefski and Kraaij Cognitive Emotion Regulation Questionnaire, and Ryff's Psychological Well-Being Scale.Data were analyzed using repeated-measures analysis of variance and Bonferroni post hoc tests.The results indicated that the main effect of time and the interaction effect of time × group were significant for academic anxiety, adaptive and maladaptive emotion regulation strategies, and psychological well-being.Specifically, academic anxiety and maladaptive emotion regulation strategies decreased in the experimental group, whereas adaptive emotion regulation strategies and psychological well-being increased, and these changes were relatively maintained at follow-up.Therefore, it can be concluded that the MBSR protocol is an effective intervention for reducing emotional-cognitive difficulties and enhancing positive mental health indicators among female students.
Institution: Tabaran Institute of Higher Education
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7203472519