Volume 12, Issue 3 (spring 2026)
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KhaksarMadani E, Moshtaghi S. The Effectiveness of Mindfulness-based Cognitive Therapy on Social Anxiety and Academic Self-efficacy of Male Students with Stuttering. IJRN 2026; 12 (3) : 3
URL: http://ijrn.ir/article-1-978-en.html
URL: http://ijrn.ir/article-1-978-en.html
Assistant Professor, Department of Psychology, Dez. C., Islamic Azad University, Dezful, Iran. moshtaghisaeed@iau.ac.ir
Abstract: (38 Views)
Introduction: Students who stutter frequently experience difficulties related to social anxiety and academic self-efficacy, yet these challenges have received relatively little attention in the treatment literature. Therefore, this study aimed to determine the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on social anxiety and academic self-efficacy in male students who stutter.
Methods: This study employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, including a control group. The study population comprised all male high school students who stutter in Dezful city during the 2024–2025 academic year. A total of 30 students were selected via convenience sampling and randomly assigned to either an experimental group or a control group (n = 15 each). All participants completed the Social Anxiety Scale for Adolescents (La Greca & Lopez, 1998) and the Academic Self-Efficacy Scale (Jinks & Morgan, 1999). The experimental group subsequently received 10 sessions of a 90-minute Mindfulness-Based Cognitive Therapy protocol (Burdick, 2017), while the control group received no intervention. A post-test was administered upon completion of the sessions, followed by a follow-up assessment two months later. Data were analyzed using repeated measures ANOVA in SPSS version 24.
Results: The results revealed statistically significant differences between the experimental and control groups in mean scores of both social anxiety and academic self-efficacy across the pre-test, post-test, and follow-up stages. The intervention significantly reduced social anxiety and improved academic self-efficacy in the experimental group (p < 0.01). Based on the obtained effect sizes, the effect on social anxiety was 0.41 and on academic self-efficacy was 0.28.
Conclusions: Mindfulness-Based Cognitive Therapy appears to be effective in reducing social anxiety and improving academic self-efficacy among students who stutter. It is therefore recommended that MBCT be incorporated into clinics and psychological service centers as an evidence-based intervention for this population.
Methods: This study employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, including a control group. The study population comprised all male high school students who stutter in Dezful city during the 2024–2025 academic year. A total of 30 students were selected via convenience sampling and randomly assigned to either an experimental group or a control group (n = 15 each). All participants completed the Social Anxiety Scale for Adolescents (La Greca & Lopez, 1998) and the Academic Self-Efficacy Scale (Jinks & Morgan, 1999). The experimental group subsequently received 10 sessions of a 90-minute Mindfulness-Based Cognitive Therapy protocol (Burdick, 2017), while the control group received no intervention. A post-test was administered upon completion of the sessions, followed by a follow-up assessment two months later. Data were analyzed using repeated measures ANOVA in SPSS version 24.
Results: The results revealed statistically significant differences between the experimental and control groups in mean scores of both social anxiety and academic self-efficacy across the pre-test, post-test, and follow-up stages. The intervention significantly reduced social anxiety and improved academic self-efficacy in the experimental group (p < 0.01). Based on the obtained effect sizes, the effect on social anxiety was 0.41 and on academic self-efficacy was 0.28.
Conclusions: Mindfulness-Based Cognitive Therapy appears to be effective in reducing social anxiety and improving academic self-efficacy among students who stutter. It is therefore recommended that MBCT be incorporated into clinics and psychological service centers as an evidence-based intervention for this population.
Article number: 3
Type of Study: Research |
Subject:
Mental rehabilitation
Received: 2025/09/15 | Accepted: 2026/02/17 | Published: 2026/06/19
Received: 2025/09/15 | Accepted: 2026/02/17 | Published: 2026/06/19
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