Thesis:

the effectiveness of digital mindfulness training on reducing competitive academic pressure and improving emotion regulation in female students of second middle school in sabzevar city

This study aims to investigate the effectiveness of digital mindfulness training on reducing competitive academic pressure and improving emotion regulation in female second-year high school students in Sabzevar. This study is an applied research study in terms of purpose and a quasi-experimental study with a pre-test-post-test with an unequal control group. The statistical population of the study includes all female second-year high school students in Sabzevar in the academic year 1403-04. The number of these students is about 3600 students based on regional education statistics. The research sample includes 30 female second-year high school students in Sabzevar who are selected using a multi-stage cluster sampling method. After selecting the schools, the subjects are randomly assigned to two experimental and control groups (15 students in each group). Data collection tools included the Academic Stress and Pressure Questionnaire by Sun et al. (2011), the Emotional Regulation Scale by John and Gross (2003), and the standard digital mindfulness training protocol. This protocol was designed based on valid student programs and can be implemented for 5-8 online or digital sessions. Data analysis was performed using descriptive statistics techniques to examine some indicators such as mean, standard deviation, frequency, frequency percentage, and its graph. In the inferential statistics section, the effect of training on students was examined using univariate and multivariate analysis of covariance using SPSS version 28 software. The results showed that digital mindfulness training had a highly significant effect on reducing academic stress (F(1,27)=31.25, p<0.01) and its effect size (?2=0.55) indicates that more than half of the changes in academic stress were directly due to the implementation of this intervention. Also, for the emotion regulation variable, the results showed a very strong intervention effect (F(1,27)=45.80,p<0.001) with a very high effect size (?2=0.63). These results indicate that mindfulness is not only a stress reduction tool, but also a tool for emotional restructuring.

Keywords: : Digital mindfulness training, academic competition, emotion regulation.