University of Mohaghegh Ardabili Journal of School Psychology 22520821 Articles in Press 2026 04 26 The Role of Acceptance and Action and Interpersonal Sensitivity in Predicting Academic Anxiety Among Female High School Students in Ardabil The Role of Acceptance and Action and Interpersonal Sensitivity in Predicting Academic Anxiety Among Female High School Students in Ardabil 4511 10.22098/jsp.2026.18851.6330 FA Khatereh Khalilinejad Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran Asghar Nakhostin Goldoost Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2025 11 16 Introduction: The present study aimed to investigate the predictive roles of psychological processes of acceptance and action and interpersonal sensitivity in academic anxiety among female high school students in Ardabil city.<br />Method: This applied, descriptive–correlational, cross-sectional study was conducted on a statistical population comprising all female students of secondary schools in Ardabil during the 2024–2025 academic year. A sample of 360 participants was selected through multistage cluster sampling. Data were collected using the Academic Anxiety Test (AAT), the Acceptance and Action Questionnaire–II (AAQ II), and the Interpersonal Sensitivity Measure (IPSM). Data analysis was performed through Pearson correlation and simultaneous multiple regression using SPSS software.<br />Results: The findings revealed a positive and significant correlation between acceptance and action, interpersonal sensitivity, and academic anxiety (p < 0.01). The overall multiple regression model was significant (p < 0.001), explaining 33.6% of the variance in academic anxiety. Both acceptance and action and interpersonal sensitivity were significant predictors of academic anxiety. Among the IPSM components, fragile self esteem and need for approval had the strongest predictive power for academic anxiety.<br />Conclusion: The results indicate that lower psychological flexibility (i.e., reduced experiential acceptance) and higher interpersonal sensitivity play influential roles in the emergence of academic anxiety. Implementing ACT based intervention programs and interpersonal skill training in schools may effectively reduce academic anxiety and promote students’ academic mental health. Future research is recommended to employ longitudinal and mixed method designs to explore the causal and dynamic relationships among these variables more comprehensively. Introduction: The present study aimed to investigate the predictive roles of psychological processes of acceptance and action and interpersonal sensitivity in academic anxiety among female high school students in Ardabil city.<br />Method: This applied, descriptive–correlational, cross-sectional study was conducted on a statistical population comprising all female students of secondary schools in Ardabil during the 2024–2025 academic year. A sample of 360 participants was selected through multistage cluster sampling. Data were collected using the Academic Anxiety Test (AAT), the Acceptance and Action Questionnaire–II (AAQ II), and the Interpersonal Sensitivity Measure (IPSM). Data analysis was performed through Pearson correlation and simultaneous multiple regression using SPSS software.<br />Results: The findings revealed a positive and significant correlation between acceptance and action, interpersonal sensitivity, and academic anxiety (p < 0.01). The overall multiple regression model was significant (p < 0.001), explaining 33.6% of the variance in academic anxiety. Both acceptance and action and interpersonal sensitivity were significant predictors of academic anxiety. Among the IPSM components, fragile self esteem and need for approval had the strongest predictive power for academic anxiety.<br />Conclusion: The results indicate that lower psychological flexibility (i.e., reduced experiential acceptance) and higher interpersonal sensitivity play influential roles in the emergence of academic anxiety. Implementing ACT based intervention programs and interpersonal skill training in schools may effectively reduce academic anxiety and promote students’ academic mental health. Future research is recommended to employ longitudinal and mixed method designs to explore the causal and dynamic relationships among these variables more comprehensively.