University of Mohaghegh Ardabili Journal of School Psychology 22520821 Articles in Press 2025 05 27 The effectiveness of mindfulness training based on stress reduction on academic self-efficacy and test anxiety of high school female students in Tehran The effectiveness of mindfulness training based on stress reduction on academic self-efficacy and test anxiety of high school female students in Tehran 3835 10.22098/jsp.2025.14898.5831 FA Saman Momen Beitalahi Roudehen Branch Mehrdad Sabet roudehen branch Malek Mirhashemi Dept of Psychology, Islamic Azad university, Roudehen Branch Journal Article 2024 04 15 The main objective this study was investigating the effectiveness of mindfulness training based on stress reduction on academic self-efficacy and exam anxiety of high school students in Tehran.The present research was semi-experimental and the research design was pre-test and post-test with a control group.<br />The research population was 44 high school students in Tehran who were selected as a sample group in an available manner. All students completed Sarason's test anxiety questionnaire and Morgan et al. academic self-efficacy questionnaire. According to the scores obtained, the eligible people were randomly divided into 2 groups of 22 people i.e. experimental and control. Then, the subjects in the experimental group were subjected to the intervention of mindfulness training based on stress reduction in 8 sessions of 90 minutes, butC the control group received no intervention. Finally, a post-test was taken from both groups. The results showed that the mean scores of the 2 groups were different in both test anxiety and academic self-efficacy variables. In addition, the eta squared value shows the relationship between mindfulness-based stress reduction training and test anxiety variable (0.285) and academic self-efficacy (0.102). The comparison of the means shows that the average of the post-test test anxiety variable in the experimental group was lower than the control group, but the average scores of the experimental group in the academic self-efficacy variable were higher than the control group. Evidence indicates that mindfulness training based on stress reduction increases academic self-efficacy and reduces students' exam anxiety. The main objective this study was investigating the effectiveness of mindfulness training based on stress reduction on academic self-efficacy and exam anxiety of high school students in Tehran.The present research was semi-experimental and the research design was pre-test and post-test with a control group.<br />The research population was 44 high school students in Tehran who were selected as a sample group in an available manner. All students completed Sarason's test anxiety questionnaire and Morgan et al. academic self-efficacy questionnaire. According to the scores obtained, the eligible people were randomly divided into 2 groups of 22 people i.e. experimental and control. Then, the subjects in the experimental group were subjected to the intervention of mindfulness training based on stress reduction in 8 sessions of 90 minutes, butC the control group received no intervention. Finally, a post-test was taken from both groups. The results showed that the mean scores of the 2 groups were different in both test anxiety and academic self-efficacy variables. In addition, the eta squared value shows the relationship between mindfulness-based stress reduction training and test anxiety variable (0.285) and academic self-efficacy (0.102). The comparison of the means shows that the average of the post-test test anxiety variable in the experimental group was lower than the control group, but the average scores of the experimental group in the academic self-efficacy variable were higher than the control group. Evidence indicates that mindfulness training based on stress reduction increases academic self-efficacy and reduces students' exam anxiety.