Comparing the effectiveness of adolescent-centered mindfulness training and mindset change training on emotion regulation, academic enthusiasm, test anxiety, and academic resilience in junior high school students

Comparing the effectiveness and durability of Adolescent-Centered Mindfulness Training and Mindset Change Training on emotion regulation, academic engagement, test anxiety, and academic resilience in junior high school students in Shush city

A randomized controlled trial with a control group, parallel groups, single-blind (outcome assessor blinded), on 45 female junior high school students. Simple randomization was performed using a random number table.

The study is conducted in public girls' junior high schools in Shush city. Educational sessions for experimental groups are held at the school, and questionnaires are completed at pre-test, post-test, and follow-up.

Inclusion Criteria 1. Female student currently studying in 7th, 8th, or 9th grade in one of the public junior high schools in Shush city. 2. Scoring lower than the mean on the Emotion Regulation Questionnaire and/or Academic Resilience Questionnaire, and/or scoring higher than the mean on the Test Anxiety Inventory at the screening stage (pre-test). 3. Personal willingness and informed consent of the student and parents to participate in the study. Exclusion Criteria 1. Absence of more than two sessions from training sessions. 2. Failure to complete questionnaires at any stage (pre-test, post-test, or follow-up).

Experimental Group 1 (Intervention 1): 8 weekly 2-hour sessions of mindfulness training (attention, focus, body awareness, emotion management, relationships). Experimental Group 2 (Intervention 2): 8 weekly 50-minute sessions of mindset change training (fixed vs. growth mindset, deliberate practice). Control Group: No intervention during the study; intervention offered after completion.

Emotion Regulation, Academic Engagement, Test Anxiety, and Academic Resilience

After selecting eligible participants, students are assigned to three groups (two experimental and one control) using simple randomization with a random number table. The randomization process is performed by an individual independent of the researcher.

In this study, a single-blind design is used. In this way, the outcome assessor, who is responsible for collecting the questionnaires at the pre-test, post-test, and follow-up stages, is unaware of which group each student belongs to. The students and the intervention instructors are aware of the group types, because the nature of the educational interventions does not allow them to be unaware of their own group.