Effectiveness of Mindfulness on Social Anxiety and Academic Self efficacy of High School Girl Students

Abstract

background and objective: students are exposed to psychological problems such as social anxiety and low academic self - efficacy due to exposure to various educational challenges, so this study was conducted to investigate the effectiveness of mindfulness on social anxiety and academic self - efficacy in high school girl students.

Method: this study was a quasi - experimental study with pre - test - post - test and control group. the statistical population included all the junior high school girl students with the age range of 12 - 18 years in tehran in the first semester of 1403 - 1404 .using cluster sampling method , three schools were selected and among eligible students , 30 students were selected and randomly assigned to experimental (n = 15 ) and control (n= 15 ) groups .the experimental group received mindfulness training in 10 sessions of 90 minutes .data were collected by Canor, et al. (2000) questionnaire and academic self efficacy questionnaire (ASQ)Zaxakura, et al. (2005) and analyzed by multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA).

Results: the results showed that there is a significant difference between two groups of experimental and control groups in social anxiety and academic self efficacy variables (p<0.05). mindfulness significantly increased academic self efficacy(η²=0/42, p<0.001, F=23/02 ) and social anxiety (η²= 35/0 , p<0.001, F=21/35).

conclusion: mindfulness is an effective way to improve academic self efficacy and decrease social anxiety by increasing the knowledge of students, reducing rumination and changing the relationship with negative emotions .