اثربخشی آموزش ذهن‌آگاهی مبتنی بر واقعیت مجازی بر اضطراب و پریشانی روان‌شناختی در نوجوانان

بهاره عابدی ابرده; اسما فولادی; رضوان نیاززاده; سرور منصوری امین; فرحناز جامعی‌نژاد; حبیبه آزفنداک

Authors

Bahareh Abedi Abardeh MA of General Psychology, Department of Psychology, ToJ.C., Islamic Azad University, Torbat-e-Jam, Iran Author https://orcid.org/0009-0006-6108-641X
Asma Fooladi Assistant Professor, Department of Psychology, Tabaran Institute of Higher Education, Mashhad, Iran Author https://orcid.org/0000-0002-0384-3754
Rezvan Niazzadeh Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Author https://orcid.org/0009-0008-1614-6481
Soroor Mansouri Amin PhD Student of General Psychology, Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Author https://orcid.org/0000-0002-9798-1196
Farahnaz Jameinezhad PhD of Educational Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Author https://orcid.org/0000-0001-8773-1436
Habibeh Azfandak MA of General Psychology, Department of Psychology, Ur.C., Islamic Azad University, Urmia, Iran Author https://orcid.org/0009-0000-0321-3640

Keywords:

Virtual Reality-Based Mindfulness Training, Anxiety, Psychological Distress, Adolescents

Abstract

Introduction and Aim: Adolescents due to physical and psychological changes resulting from puberty may experience increased anxiety and psychological distress. Therefore, the present research was conducted with the aim of determine the effectiveness of virtual reality-based mindfulness training on anxiety and psychological distress in adolescent.

Methodology: This study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was all female adolescent students of the second high school of Mashhad city in the 2024-5 academic years, which according to the inclusion criteria number of 30 female adolescents were selected using purposive sampling method and were replaced into two equal groups using a simple random sampling method with the help of a lottery. The experimental group 8 sessions of 70 minute underwent the virtual reality-based mindfulness training, and during this period the control group did not receive any training. The data of this study were collected with the Anxiety Inventory (Beck et al., 1988) and Psychological Distress Scale (Kessler et al., 2002) and analyzed with the multivariate analysis of covariance method in SPSS version 29 software.

Findings: The results of the present study showed that there was a significant difference between the experimental and control groups in the variables of anxiety and psychological distress in adolescents. In the other words, virtual reality-based mindfulness training reduced anxiety and psychological distress in adolescents (P<0.001).

Conclusion: According to the aforementioned results, counselors and therapists can benefit from virtual reality-based mindfulness training along with other appropriate and effective training methods to reduce anxiety and psychological distress.