The Effectiveness of Mindfulness Therapy on Academic Stress of Health Students

Rachmawati Sari; Yuliani Ika Ika

Authors

Rachmawati Sari Universitas YARSI, Jakarta, Indonesia Author
Yuliani Ika Ika Universitas YARSI, Jakarta, Indonesia Author

Keywords:

Academic performance, Emotional regulation, Health students, Mindfulness therapy, Psychological well-being

Abstract

Academic stress is a common challenge faced by health science students due to the demanding nature of their coursework, clinical requirements, and time pressures. Chronic exposure to stress can negatively affect their academic performance, psychological well-being, and physical health. Mindfulness therapy, which involves focusing on the present moment with openness and acceptance, has emerged as a promising intervention for managing stress and enhancing mental health. This study aims to evaluate the effectiveness of mindfulness therapy in reducing academic stress among health students. A quasi-experimental design with a pre-test and post-test control group was employed. A total of 60 participants from various health-related programs were selected using purposive sampling and divided into an intervention group and a control group. The intervention group received mindfulness therapy sessions for 6 weeks, while the control group received no specific intervention. The Student Academic Stress Scale (SASS) was used to measure stress levels before and after the intervention. The findings showed a significant reduction in academic stress scores in the intervention group compared to the control group (p < 0.05). Participants reported improvements in concentration, emotional regulation, and overall coping ability. These results suggest that mindfulness therapy is an effective and feasible method for reducing academic stress among health students. The study highlights the importance of integrating mindfulness-based programs within educational settings to promote student well-being and academic success

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