Mindfulness and its Role in Predicting Depression, Anxiety, and Stress among Secondary School Students

Abstract

The current study aimed to identify the relationship between mindfulness and the ability to predict depression, anxiety, and stress among secondary school students. To achieve this goal, the descriptive correlational approach was used, and the study sample consisted of (265) male and female students. They were selected using the convenience sampling method. Two scales were applied to them: the Five Facet Mindfulness Questionnaire (FFMQ) by (Baer et al., 2006), translated by (Mohamed El-Sayed Abdel Rahman, 2016), and the Depression, Anxiety, and Stress Scale (DASS-21) by (Lovibond & Lovibond, 1995), translated and standardized by (Rachid Ziad, 2014). The Statistical Package for Social Sciences (SPSS-V25) was used to analyze the data.

The study found a statistically significant inverse relationship between mindfulness on the one hand and depression, anxiety, and stress on the other, and that mindfulness contributed to predicting and reducing the levels of depression, anxiety, and stress among the study sample, with an acceptable effect size.

Based on these results, the researcher recommended the necessity of integrating mindfulness techniques into guidance, therapeutic, and preventive programs in the school environment for the benefit of secondary school students, as it is important in reducing the levels of negative emotions and increasing their mental health indicators.

Keywords: Mindfulness; Depression; Anxiety; Stress; Secondary school student.