Journal of Education and Health Promotion 2277-9531 11 4 2021 05 01 The effectiveness of mindfulness training on coping with stress, exam anxiety, and happiness to promote health 1 8 28230 EN . Hajar Zandi . Ali Amirinejhad Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran . Akbar Azizifar Department of Psycholinguistics, School of Medicine, Ilam University of Medical Sciences, Ilam, Iran . Sehat Aibod Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran . Yousef Veisani Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran . Fathola Mohamadian Department of Psychology, Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran Journal Article 2023 02 22 BACKGROUND: Mindfulness as an intervention approach in mental health has been increasingly<br />used to promote health in young people. The aim of this study was to investigate the effectiveness of<br />mindfulness training on coping with stress, test anxiety, and happiness to promote health in female<br />high school students.<br />MATERIALS AND METHODS: The design of this study was quasi‑experimental with control<br />group, with pretest and posttest. The statistical population of the study included all the female<br />students studying in the secondary high school in the city of Sanandaj in Iran with 2890 students,<br />40 of whom were selected by simple random sampling method and were randomly assigned to the<br />experimental (20 individuals) and control groups (20 individuals). Participants completed the Oxford<br />Happiness (0.79), Sarason Exam Anxiety (0.87), and Andler and Parker Stress Management (0.81)<br />Questionnaires. The method of intervention was training based on mindfulness. Data were analyzed<br />using covariance analysis.<br />RESULTS: The results showed that in the posttest, a significant difference was seen between<br />the mean scores of the participants of the experimental and control groups in the variables of<br />problem‑oriented, emotion‑oriented, and avoidant coping variables (P < 0.05). In addition, the<br />results showed that in the posttest, there was a significant difference between the mean scores of<br />test anxiety; happiness; and happiness components including life satisfaction, self‑esteem, active<br />well‑being, satisfaction, and positive mood (P < 0.05).<br />CONCLUSIONS: Based on the results of the present study, it can be said that mindfulness training<br />is an effective intervention to improve coping styles, test anxiety, and happiness in students.<br /><br /> https://jehp.mui.ac.ir/article_28230_b3f7e349cd770760805077c584b137b7.pdf