Effects of a Mindfulness-based Intervention on Well-being Among Rural Adolescents with Academic Anxiety

Abstract

Academic anxiety revolves around scholastic work and performance and can be detrimental to students’ health and overall subjective well-being. It has been found to be significantly high in adolescents, leading to consequences that prove to be detrimental to their academic performance, focus, and overall self-esteem. This phenomenon acts as a vicious cycle impacting all aspects of a student’s life. The current study aimed to explore mindfulness-based intervention (MBI) as a possible option to deal with academic anxiety in rural adolescent students and improve their overall subjective well-being. A total of 600 students were screened for academic anxiety and a total of 47 students were subjected to an eight-week MBI. MBI aims to bring more present-moment awareness and cultivate overall well-being and thereby works against anxiety. Mixed repeated measures ANOVA was carried out to compare pre, post, and follow-up scores. The results indicated a significant effect of MBI on adolescents, suggesting a significant decline in academic anxiety from pre-to-post and an increase in mindfulness and subjective well-being from pre-to-post and follow-up assessments. Academic anxiety and subjective well-being improved significantly with the MBI intervention, thereby implication that MBI is a feasible option for rural adolescents with academic anxiety.