The Role of Acceptance and Action and Interpersonal Sensitivity in Predicting Academic Anxiety Among Female High School Students in Ardabil

Articles in Press

Document Type : Research Paper

Authors

1 Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

10.22098/jsp.2026.18851.6330

Abstract

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.
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.
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.
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.

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Journal of School Psychology

Articles in Press, Accepted Manuscript
Available Online from 26 April 2026

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