MBSR-Based Instruction for Enhancing Psychological Well-Being and Academic Buoyancy among Generation Z EFL Learners in Iran
Downloads
Objective: This study examined whether Mindfulness-Based Stress Reduction (MBSR) techniques could improve psychological well-being and academic buoyancy among Generation Z EFL learners in Iran.
Methods and Materials: A quasi-experimental non-equivalent control group design was used. Fifty-four intermediate EFL learners, selected from an initial sample of 60 students at a private language institute in Kerman, Iran, participated in the study. The learners were assigned to two intact classes: an experimental group and a control group. The experimental group received eight weeks of English instruction integrated with MBSR-based activities, while the control group received regular instruction. Data were collected using the Academic Buoyancy Scale (ABS) and the Psychological Well-Being Scale (PWB). ANCOVA was conducted to compare post-test scores while controlling for pre-test differences.
Findings: The results showed that the experimental group outperformed the control group in both academic buoyancy and psychological well-being after the intervention. ANCOVA indicated significant group differences in academic buoyancy, F(1, 51) = 166.69, p < .001, partial η² = .77, and psychological well-being, F(1, 51) = 124.02, p < .001, partial η² = .71. These findings suggest that MBSR-based instruction was associated with substantial gains in both constructs.
Conclusion: Integrating MBSR techniques into EFL instruction may provide a practical way to support learners’ emotional well-being and academic resilience. However, due to the quasi-experimental design, small sample size, and single-institute context, the findings should be interpreted with caution.
Downloads
American College Health Association. (2022). American college health association-national college health assessment III: Undergraduate student reference group executive summary spring 2022. American College Health Association.
Babanoğlu, M. P., & Atalmış, E. H. (2025). Mindfulness and foreign language achievement: A meta-analytic study on interventions and correlations. Frontiers in Psychology, 16, Article 1479462. https://doi.org/10.3389/fpsyg.2025.1479462
Buttazzoni, A. (2022). Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review. Compass: Journal of Learning and Teaching, 15(1), 1-24. https://doi.org/10.21100/compass.v15i1.1285
Chardonnens, S. (2025). Adapting educational practices for Generation Z: Integrating metacognitive strategies and artificial intelligence. Frontiers in Education, 10, Article 1504726. https://doi.org/10.3389/feduc.2025.1504726
Chauhan, V., & Saxena, M. T. (2024). Yoga and mindfulness in educational settings: Impact on student well-being and performance. Journal of Research Administration, 6(1), 707-720.
Chiodelli, R., Mello, L. T. N., Jesus, S. N., & Andretta, I. (2018). Effects of a brief mindfulness-based intervention on emotional regulation and levels of mindfulness in senior students. Psicologia: Reflexão e Crítica, 31(1), Article 21. https://doi.org/10.1186/s41155-018-0099-7
Cruz, R. J. P. D., Jose, J. L. C., Paraon, R. J. R., & Arcinas, M. M. (2025). Academic excellence paradox: Self-imposed academic pressure and well-being among Gen-Z students in a HyFlex learning environment. International Journal of Multidisciplinary: Applied Business and Education Research, 6(4), 2003-2014. https://doi.org/10.11594/ijmaber.06.04.29
Dawood Nawaz, D. U. K., Aqdas, R., Shahzadi, M., & Iqbal, S. (2021). Impact of test anxiety and mindfulness on academic performance among university students. Psychology and Education, 58(2), 10662-10673.
Dawson, A. F., Brown, W. W., Anderson, J., Datta, B., Donald, J. N., Hong, K., Allan, S., Mole, T. B., Jones, P. B., & Galante, J. (2020). Mindfulness-based interventions for university students: A systematic review and meta-analysis of randomised controlled trials. Applied Psychology: Health and Well-being, 12(2), 384-410. https://doi.org/10.1111/aphw.12188
Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1-43. https://doi.org/10.52547/lrr.13.5.2
Dewaele, J. M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy (pp. 263-286). Routledge. https://doi.org/10.4324/9781351190558-12
Donald, J. N., & Ryan, R. M. (2025). Mindfulness and healthy self-regulation: A self-determination theory view. In B. D. Ostafin, M. D. Robinson & B. P. Meier (Eds.), Handbook of mindfulness and self-regulation: Theoretical, cognitive neuroscience, social-personality, and clinical perspectives (pp. 73-90). Springer. https://doi.org/10.1007/978-3-031-91451-5_4
Fan, L., & Cui, F. (2024). Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners. Frontiers in Psychology, 15, Article 1332002. https://doi.org/10.3389/fpsyg.2024.1332002
Fathi, J., Rezaei, N., & Mohammad Hosseini, H. (2025). Ideal L2 self, mindfulness, and academic buoyancy as predictors of foreign language achievement in EFL learners. Perceptual and Motor Skills. 132(6), 1553–1581. https://doi.org/10.1177/00315125251340564
Fayerberger, S. (2023). Enhancing foreign language enjoyment and well-being through a mindfulness-based intervention program in the EFL high-school classroom: Teacher’s insights. Educatia 21, (25), 364-375. https://doi.org/10.24193/ed21.2023.25.41
Fazia, T., Bubbico, F., Nova, A., Buizza, C., Cela, H., Iozzi, D., Calgan, B., Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online mindfulness-based intervention: A randomized study. Scientific Reports, 13(1), Article 8214. https://doi.org/10.1038/s41598-023-35483-z
Fisher, V., Li, W. W., & Malabu, U. (2023). The effectiveness of mindfulness‐based stress reduction (MBSR) on the mental health, HbA1C, and mindfulness of diabetes patients: A systematic review and meta‐analysis of randomised controlled trials. Applied Psychology: Health and Well-being, 15(4), 1733–1749. https://doi.org/10.1111/aphw.12441
Flook, L., Hirshberg, M. J., Gustafson, L., McGehee, C., Knoeppel, C., Tello, L. Y., Bolt, D. M., & Davidson, R. J. (2024). Mindfulness training enhances students’ executive functioning and social-emotional skills. Applied Developmental Science, 29(2), 141–160. https://doi.org/10.1080/10888691.2023.2297026
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden‐and‐build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Gao, F. (2025). Academic buoyancy and achievement among EFL learners: The mediating roles of hope and enjoyment. Acta Psychologica, 260, Article 105595. https://doi.org/10.1016/j.actpsy.2025.105595
Ghanizadeh, A., Mirzaee, S., & Moghadam, H. (2025). The dynamic interplay between reflective thinking, mindfulness, and positive orientation among EFL learners. Educational and Scholastic Studies, 13(4), 59–73. https://doi.org/10.48310/pma.2024.14054.4063
Gregersen, T., & Mercer, S. (Eds.). (2022). The Routledge handbook of the psychology of language learning and teaching. Routledge. https://doi.org/10.4324/9780429321498
Hammad, H. (2025). Teaching the digital natives: Examining the learning needs and preferences of Gen Z learners in higher education. Transcultural Journal of Humanities and Social Sciences, 6(2), 214-242. https://doi.org/10.21608/tjhss.2025.346098.1303
Hosseini, A., & Bavi, S. (2025). Effectiveness of mindfulness‐based stress-reduction therapy on anxiety sensitivity and rumination in individuals with migraine. Caspian Journal of Health Research, 10(3), 215–224. https://doi.org/10.32598/cjhr.10.3.1954.1
Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (Revised ed.). Bantam Books.
Kathayat, C. B. (2024). Mindfulness meditation for enhanced mental health and academic performance: A review. SSRN. https://doi.org/10.2139/ssrn.4807443
Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519–528. https://doi.org/10.1016/j.jpsychores.2015.03.009
Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2021). The effectiveness of mindfulness-based stress reduction on the psychological functioning of healthcare professionals: A systematic review. Mindfulness, 12(1), 1–28. https://doi.org/10.1007/s12671-020-01500-9
Lehloka, M. C. (2025). The role of mindfulness practices in mitigating academic stress: Implications for student success in higher education. Journal of Ecohumanism, 4(4), Article 6928. https://doi.org/10.62754/joe.v4i4.6928
Llistosella, M., Goni-Fuste, B., Martín-Delgado, L., Miranda-Mendizabal, A., Franch Martinez, B., Pérez-Ventana, C., & Castellvi, P. (2023). Effectiveness of resilience-based interventions in schools for adolescents: A systematic review and meta-analysis. Frontiers in Psychology, 14, Article 1211113. https://doi.org/10.3389/fpsyg.2023.1211113
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Routledge. https://doi.org/10.21832/9781783095360
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53–83. https://doi.org/10.1016/j.jsp.2007.01.002
Moghadam, H., Ghanizadeh, A., & Ghonsooly, B. (2020). Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction. Explorations in English Language and Linguistics, 8(2), 185–219. https://doi.org/10.2478/exell-2021-0004
Moghadam, H., Ghanizadeh, A., & Ghonsooly, B. (2022). The effect of mindfulness-cultivation intervention on EFL learners’ reflective thinking, positive orientation, and language achievement. Teaching English as a Second Language Quarterly, 41(1), 69–101. https://doi.org/10.22099/jtls.2021.39016.2911
Mohammad Hosseini, H., Derakhshesh, A., Fathi, J., & Mehraein, S. (2024). Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners. Social Psychology of Education, 27(3), 1357–1386. https://doi.org/10.1007/s11218-023-09860-5
Morgan, W. J., & Katz, J. (2021). Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial. Foreign Language Annals, 54(2), 389–409. https://doi.org/10.1111/flan.12525
Namaziandost, E., Heydarnejad, T., & Rezai, A. (2023). Navigating the mediating role of immunity, buoyancy, and emotion regulation to L2 grit and mindfulness among EFL teachers. Issues in Language Teaching, 12(2), 31–65. https://doi.org/10.22054/ilt.2023.74345.782
Namaziandost, E., Heydarnejad, T., Rezai, A., & Behbahani, H. K. (2025). To boldly go in distance language learning: A picture of nexus between academic resilience, academic buoyancy, learner self-efficacy, learner enjoyment, and academic well-being. Teaching English Language, 19(1), 473–514. https://doi.org/10.22132/tel.2024.431472.1547
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9
Putwain, D. W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic buoyancy: Overcoming test anxiety and setbacks. Journal of Intelligence, 11(3), Article 42. https://doi.org/10.3390/jintelligence11030042
Qatrunnada, A., Agustina, E., & Setiawan, R. (2025). Gen Z’s preference for English digital learning media. International Journal of Online and E-Learning, 7(2), 183-201 https://doi.org/10.33650/ijoeel.v7i2.11901
Querstret, D., Morison, L., Dickinson, S., Cropley, M., & John, M. (2020). Mindfulness-based stress reduction and mindfulness-based cognitive therapy for psychological health and well-being in nonclinical samples: A systematic review and meta-analysis. International Journal of Stress Management, 27(4), 394- 411. https://doi.org/10.1037/str0000165
Rahimi, A., & Bigdeli, R. A. (2014). The broaden-and-build theory of positive emotions in second language learning. Procedia – Social and Behavioral Sciences, 159, 795–801. https://doi.org/10.1016/j.sbspro.2014.12.451
Roziqin, A., Ni’mah, I. K., Fauzi, A. R., & Barwi, N. B. (2024). The role of mindfulness in managing academic stress: Implications for student well-being and mental resilience. Education and Sociedad Journal, 1(2), 62–72. https://doi.org/10.61987/edsojou.v1i2.628
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069
Sanger, K. L., Thierry, G., & Dorjee, D. (2018). Effects of school-based mindfulness training on emotion processing and well-being in adolescents: Evidence from event-related potentials. Developmental Science, 21(5), Article 12646. https://doi.org/10.1111/desc.12646
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151. https://doi.org/10.1007/s12671-010-0011-8
Seemiller, C., & Grace, M. (2019). Generation Z learns: A guide for engaging Generation Z students in meaningful learning (1st ed.). Routledge.
Seemiller, C., Grace, M., Dal Bo Campagnolo, P., Mara Da Rosa Alves, I., & Severo De Borba, G. (2019). How Generation Z college students prefer to learn: A comparison of U.S. and Brazil students. Journal of Educational Research and Practice, 9(1), 349–368. https://doi.org/10.5590/jerap.2019.09.1.25
Soleimani Rad, H., Samadi, S., Sirois, F. M., & Goodarzi, H. (2023). Mindfulness intervention for academic procrastination: A randomized control trial. Learning and Individual Differences, 101, Article 102244. https://doi.org/10.1016/j.lindif.2022.102244
Tajoldini, S., Tohidi, A., & Mousavinasab, H. (2018). The effect of mindfulness-based stress reduction (MBSR) training on academic buoyancy and academic self-regulation in high school students. Journal of Educational Psychology Studies, 15(31), 59–88. https://doi.org/10.22111/jeps.2018.4267
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–225. https://doi.org/10.1038/nrn3916
Tian, X., Yi, L.-J., Liang, C.-S.-S., Gu, L., Peng, C., Chen, G.-H., & Jiménez-Herrera, M. F. (2022). The impact of mindfulness-based stress reduction (MBSR) on psychological outcomes and quality of life in patients with lung cancer: A meta-analysis. Frontiers in Psychology, 13, Article 901247. https://doi.org/10.3389/fpsyg.2022.901247
Wang, W., Khasawneh, M. A. S., Sarabani, L., & Ismail, S. M. (2025). Investigating the influence of positive classroom management strategies on academic buoyancy, academic engagement, psychological well-being and language achievement: Visions from EFL learners. European Journal of Education, 60(3), Article 70149. https://doi.org/10.1111/ejed.70149
Wang, Y., & Liu, C. (2016). Cultivate mindfulness: A case study of mindful learning in an English as a foreign language classroom. IAFOR Journal of Education, 4(2), 141-155. https://doi.org/10.22492/ije.4.2.08
Wasson, R. S., Barratt, C., & O’Brien, W. H. (2020). Effects of mindfulness-based interventions on self-compassion in health care professionals: A meta-analysis. Mindfulness, 11(8), 1914–1934. https://doi.org/10.1007/s12671-020-01342-5
Wu, J., & Zhao, Q. (2023). The contribution of mindfulness in the association between L2 learners’ engagement and burnout. Heliyon, 9(11), Article 21769. https://doi.org/10.1016/j.heliyon.2023.e21769
Wu, Y., Qin, L., Xu, X., Tian, Y., & Jia, Z. (2025). Dual pathways linking mindfulness to life satisfaction and depression: The mediating roles of self-compassion and rumination in Chinese university students. BMC Psychology, 13(1), Article 570. https://doi.org/10.1186/s40359-025-02895-7
Xue, P., & Abdullah, S. M. S. (2025). A systematic review of mindfulness-based stress reduction (MBSR) and its effects on mental health and academic performance in university students. The Open Psychology Journal, 18(1). https://doi.org/10.2174/0118743501379520250716121048
Zeilhofer, L. (2020). Mindfulness in the foreign language classroom: Influence on academic achievement and awareness. Language Teaching Research, 27(1), 96–114. https://doi.org/10.1177/1362168820934624
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5, Article 603. https://doi.org/10.3389/fpsyg.2014.00603
Zeynep, K., & Asuman, A. (2021). A systematic review of mindfulness studies in ESL and EFL contexts. I-Manager’s Journal on Educational Psychology, 15(3), 47–61 https://doi.org/10.26634/jpsy.15.3.18588
Zhang, M. (2021). EFL/ESL teacher’s resilience, academic buoyancy, care, and their impact on students’ engagement: A theoretical review. Frontiers in Psychology, 12, Article 731859. https://doi.org/10.3389/fpsyg.2021.731859
Zhou, Q., Xue, X., & Chen, T. (2025). The effects of group mindfulness intervention on university students’ academic procrastination. Proceedings of the 2025 International Conference on Big Data and Informatization Education, (pp. 474–479). https://doi.org/10.1145/3729605.3729688
Copyright (c) 2026 International Journal of Body, Mind and Culture
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
