Examining the effectiveness of mindfulness training On reducing internet addiction Among female students in the first high school of Ardakan city

Mohamad hasan  sarafrazi ardakani; Azadeh  Choobfroshzadeh; Azra  Mohammadpanah

doi:10.63053/ijhes.147

Authors

Mohamad hasan sarafrazi ardakani Master of Science in General Psychology, Ardakan University, Yazd, Iran
Azadeh Choobfroshzadeh Associate Professor Department of Psychology, Ardakan University, Yazd, Iran
Azra Mohammadpanah Associate Professor Department of Psychology, Ardakan University, Yazd, Iran

DOI:

https://doi.org/10.63053/ijhes.147

Keywords:

Mindfulness, Internet addiction, female high school students in Ardakan city

Abstract

Given the increase in Internet use and its related problems, the present study investigated the effect of mindfulness training on Internet addiction among female junior high school students in Ardakan city. This study is a quasi-experimental study with a pre-test and post-test design, including a control group. The statistical population consisted of female junior high school students in Ardakan city during the 2024–2025 academic year, who were selected using a non-random sampling method, with 30 individuals randomly assigned to two groups: experimental and control. The experimental group underwent mindfulness training for 8 sessions over 4 weeks, while the control group was placed on a waiting list. The tools used included Young’s Internet Addiction Questionnaire (IAT). Data were analyzed using SPSS version 26 software. The results of the covariance analysis showed that mindfulness training significantly reduced Internet addiction in the experimental group compared to the control group (significance level *p* < 0.05). Therefore, it can be concluded that mindfulness training can be used as an effective method to reduce Internet addiction in adolescents. These findings can be useful for designing educational programs and psychological interventions in schools and counseling centers

References

• Allahkayi, M. (2022). The effect of mindfulness training on reducing emotional dysregulation and Internet addiction in adolescents. Quarterly Journal of New Research in Educational Sciences, 8(2), 75–90. [In Persian]

• Alzahrani, S., Alzahrani, F., Alghamdi, A., & Alzahrani, M. (2024). Internet addiction among school adolescents in Jeddah-Saudi Arabia. Journal of Family & Community Medicine, 31(2), 123–132.

• Andersson, M., Lindberg, L., & Billstedt, E. (2023). Screen time and addictive use of gaming and social media in adolescents and adults: Associations with health outcomes. Frontiers in Psychology, 14, 1258784.

• Baelen, R. N., Brown, K. W., & Galla, B. M. (2023). School-based mindfulness training: Lessons from the MYRIAD trial. Frontiers in Psychology, 14, 1167895.

• Baer, R. A., Caldwell, D., & Keng, S.-L. (2020). Mindfulness and acceptance-based interventions for alexithymia: A conceptual review and meta-analysis. Journal of Contextual Behavioral Science, 15, 1–12.

• Bayat, M., Beshrpour, S., Aghajani, S., & Mikaili, N. (2025). Comparison of the efficacy of emotional schema therapy and acceptance and commitment therapy on distress tolerance and emotion regulation difficulty in people with major depressive disorder. Journal of Psychological Science, 24(150), 59–81.

• Christopher, M. S., Hunsinger, M., Goerling, L. R., Bowen, S., & Rogers, B. S. (2016). Mindfulness-based resilience training for police officers: A pilot study. Mindfulness, 7, 764–774.

• Desrosiers, A., Vine, V., Klemanski, D. H., & Nolen-Hoeksema, S. (2014). Mindfulness and emotion regulation in depression and anxiety: Common and distinct mechanisms of action. Depression and Anxiety, 30(7), 654–661.

• Gruber, J., Baelen, R. N., & Henriksen, D. (2024). System-wide school mindfulness: Addressing elementary students' mental health and emotion regulation. Frontiers in Education, 9, 1272545.

• Hajiliani, V., Bahrami Ehsan, H., & Noferesti, A. (2020). The effect of mindfulness-based cognitive therapy on coping strategies, depression, and suicidal ideation in students. Journal of Psychological Science, 19(96), 1557–1568. [In Persian]

• Hajiliani, V., Bahrami Ehsan, H., & Noferesti, A. (2020). The effect of mindfulness-based cognitive therapy on reducing suicidal ideations and increasing self-compassion in students. Rooyesh, 9(5), 147–154. [In Persian]

• Hajiliani, V., Tahmasbi, A., Shakhs Bolandghadr, A., Shabahang, R., & Bagheri Sheykhangafshe, F. (2021). Effectiveness of the nurturing program for parents and their children with special needs and their health challenges on the perceived energy for parenting and mindfulness. Journal of Child Mental Health, 7(4), 233–247. [In Persian]

• Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183.

• Kazemi-Nasab, R. (2021). The relationship between emotional lability and excessive use of the Internet in adolescents. Journal of Behavioral Sciences, 10(4), 22–35. [In Persian]

• Kim, J., Lee, S., & Park, S. (2024). Preventive interventions for internet addiction in young children: A systematic review. JMIR Mental Health, 11(1), e56896.

• Mardani Zadeh, H., Abbasi, L., & Naseri, K. (2019). Investigating the effect of mindfulness-based intervention on reducing internet addiction in students. Journal of Clinical Psychology, 9(2), 50–65. [In Persian]

• Nazari, P., Sharifi, D., & Ahmadpour, M. (2021). The mediating role of emotional lability in the relationship between stress and Internet addiction in adolescents. Journal of Health Psychology, 7(3), 40–55. [In Persian]

• Nosrat Nahoki, M., et al. (2023). The effect of self-regulation training on reducing internet addiction in female students. Journal of New Research in Behavioral Sciences, 9(1), 15–30. [In Persian]

• Zare, M., Zamani Mazdeh, R., & Badali, M. (2024). The effectiveness of mindfulness training on social media addiction and academic procrastination in students. Journal of Adolescent and Youth Psychological Studies, 5(9), 92–100.

• Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5, 603.