Thesis Abstract

Abstract
This thesis explores the impact of mindfulness-based interventions on stress management in high school students through a randomized controlled trial study. The study aims to investigate the effectiveness of mindfulness techniques in reducing stress levels among adolescents, with a focus on enhancing their overall well-being and academic performance. The research methodology involved a sample of high school students who were randomly assigned to either a mindfulness intervention group or a control group. Various mindfulness practices, such as breathing exercises, meditation, and mindful awareness, were introduced to the intervention group over a specified period, while the control group received no specific intervention. Pre- and post-intervention assessments were conducted to measure changes in stress levels, emotional regulation, academic performance, and overall well-being. The findings of the study revealed significant improvements in stress management among high school students who participated in the mindfulness-based interventions compared to those in the control group. Participants in the intervention group reported lower levels of perceived stress, improved emotional regulation, and enhanced well-being. Furthermore, academic performance indicators, such as grades and attendance, showed positive trends in the intervention group. The implications of these results suggest that mindfulness-based interventions can be an effective strategy for promoting stress management and overall well-being in high school students. By incorporating mindfulness practices into school curricula and counseling programs, educators and counselors can support students in developing essential coping skills and enhancing their mental health. Overall, this study contributes to the growing body of literature on mindfulness interventions in educational settings and highlights the potential benefits of incorporating such practices to support the holistic development of adolescents. Further research is recommended to explore the long-term effects of mindfulness-based interventions on stress management and academic outcomes in high school students.

Thesis Overview