predicting anxiety in female students based on mindfulness and social self-efficacy: a multilayer perceptron model

Background and objective: anxiety is a significant concern among students, impacting their academic performance and overall well-being. understanding the factors that contribute to anxiety in this population is crucial for developing effective interventions. this study aims to explore the predictive relationship between mindfulness, social self-efficacy, and anxiety in female students aged 16–18 years. the findings are intended to offer valuable insights for educators and mental health professionals to design targeted interventions. methods: this study employed a descriptive-correlational design. the sample consisted of 215 female high school students residing in ahvaz, iran, during the 2022-2023 academic year. a multi-stage cluster sampling method was utilized to select participants. data were collected through the beck anxiety inventory (bai), five facet mindfulness questionnaire (ffmq), and perceived social self-efficacy scale. the data analysis utilized a variety of methods, including pearson's correlation coefficients, multiple regression analysis, and a multilayer perceptron model. findings: the findings revealed a strong negative correlation between mindfulness and anxiety (r=-0.60, 95% ci [-0.68, -0.51], p<0.001) and between social self-efficacy and anxiety (r=-0.51, p<0.001). a multiple regression relationship was observed between mindfulness, social self-efficacy, and anxiety (p<0.001). the multilayer perceptron model identified social self-efficacy as the strongest predictor of anxiety. conclusion: this study demonstrated that both mindfulness and social self-efficacy were strongly and negatively associated with anxiety levels in female students, with social self-efficacy emerging as the strongest predictor. these results highlight the potential of interventions that foster mindfulness practices and enhance social self-efficacy to mitigate anxiety, offering practical implications for improving mental health in educational and clinical settings.