Comparative Effectiveness of Mindfulness-Based Stress Management and Progressive Muscle Relaxation on Emotional Regulation and Academic Stress in Male Middle School Students of Lordegan City

Abstract

This study aims to compare the long-term effectiveness of mindfulness-based stress management (MBSM) and progressive muscle relaxation (PMR) on emotional regulation and academic stress in male middle school students of Lordegan City. This quasi-experimental study employed a pre-test/post-test design with a control group and a two-month follow-up. The target population comprised male middle school students (grades 7–9) with psychological symptoms identified via the Psychological Symptoms Checklist (PSC). From 75 students scoring above the mean (117) on the PSC, 60 were randomly assigned to three groups (20 per group: MBSM, PMR, control). Interventions consisted of eight 90-minute sessions each. Data were collected using the Emotion Regulation Questionnaire (ERQ) and Academic Stress Questionnaire (ASQ). Data analysis utilized mixed-design ANOVA and Bonferroni post-hoc tests. Both interventions significantly improved emotional regulation and reduced academic stress, but MBSM demonstrated superior long-term effects (follow-up: emotional regulation mean: MBSM=42.56, PMR=43.39, control=31.39; p<0.001). PMR’s effects diminished significantly at follow-up (academic stress mean: PMR=76.83, MBSM=68.22, control=85.94; p<0.001), while MBSM maintained its benefits. Mindfulness-based stress management shows sustained efficacy in managing academic stress and emotional regulation among male middle school students, making it a viable, scalable intervention for Iranian schools. It should be integrated into school curricula as a preventive strategy, particularly in underserved regions like Lordegan.