نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Introduction: Test anxiety is a common challenge among students, particularly girls. This study aimed to examine the effectiveness of an intensive Mindfulness-Based Cognitive Therapy (MBCT) program on academic self-regulation, perceived stress, and resilience among students with test anxiety.
Method: This experimental study used a pretest–posttest design with a control group. The statistical population consisted of female first secondary school students with test anxiety in Mashhad during the 2022–2023 academic year. Forty students were selected through multistage cluster sampling and randomly assigned to experimental and control groups. The experimental group received intensive MBCT training, whereas the control group received no intervention. Data were collected using the Academic Self-Regulation Questionnaire (Savari & Arabzadeh, 2013), the Connor–Davidson Resilience Scale (2003), and the Perceived Stress Scale (Cohen et al., 1983), and analyzed using multivariate analysis of covariance.
Results: Intensive MBCT improved the memory strategy and goal-setting components of academic self-regulation, reduced negative perceived stress, and increased resilience and its subscales (p < 0.05).
Conclusion: Intensive MBCT can be considered an effective approach for reducing test anxiety and its negative outcomes through structured group-based programs.
کلیدواژهها English
