**CHAPTER III
METHOD**
Research Design
This study adopted a correlational quantitative research design, which is well-suited for
examining the statistical relationships among naturally occurring psychological variables. Rather
than manipulating conditions or assigning participants to experimental groups, this design
allows the researcher to assess how mindfulness, emotional regulation, and academic anxiety
co-vary within a real-life academic context. The purpose is to determine both the direction
(positive or negative) and magnitude of associations, and to identify which variables significantly
predict academic anxiety when analyzed collectively.
Sample and Sampling Strategy
The sample consisted of 200 medical students aged 18 to 26 years, selected through purposive
sampling. This non-probability method was intentionally chosen to ensure that participants
possessed specific characteristics relevant to the study’s aims—namely, enrollment in a medical
program, regular attendance, and the capacity to comprehend English-based psychological
instruments. A balanced representation across gender and institutional types (public and private
medical colleges) was maintained to strengthen the generalizability of findings within the
medical student population. Purposive sampling provided access to participants experiencing
demanding academic environments, which aligns directly with the study variables of
mindfulness, emotional regulation, and academic anxiety.
Inclusion Criteria
Participants were eligible for inclusion if they met the following conditions:
. They were actively enrolled as medical students within the age range of 18–26 years.
. They were regularly attending classes, ensuring exposure to typical academic demands.
. They demonstrated adequate English comprehension to read and understand standardized
questionnaires.
. Both male and female students were considered to ensure gender diversity.
Exclusion Criteria
Participants were excluded if:
. They had a diagnosed psychiatric or neurological condition that could confound emotional or
psychological responses.
. They were not part of a medical degree program (to maintain sample homogeneity).
. They submitted incomplete, inconsistent, or invalid responses that could compromise the
integrity of data analysis.
Assessment Measures
1. Demographic Information Sheet
This form gathered essential participant information, such as age, gender, academic year,
institution, and any relevant background details. These data were used for sample description
and potential covariate analysis.
2. Five Facet Mindfulness Questionnaire (FFMQ)
The FFMQ measures five components of mindfulness—Observing, Describing, Acting with
Awareness, Non-judging, and Non-reactivity. It is a widely validated instrument in psychological
research and provides a multidimensional understanding of students’ mindfulness levels.
3. Emotion Regulation Questionnaire (ERQ)
The ERQ evaluates two core emotional regulation strategies:
Cognitive Reappraisal (adaptive strategy)
Expressive Suppression (maladaptive strategy)
The scale is useful in studying how students manage emotional responses to academic
stressors.
4. Academic Anxiety Scale for Students (AASS)
This instrument assesses anxiety specifically related to academic tasks, examinations, and
performance pressure. It helps identify the intensity and frequency of anxiety symptoms within
educational settings.
Procedure
Prior to data collection, ethical clearance was obtained from the relevant institutional review
board. Participants were approached in their classrooms or academic settings and briefed on
the study’s purpose, confidentiality procedures, and voluntary nature. Those who provided
written informed consent were then given the demographic sheet followed by the standardized
questionnaires (FFMQ, ERQ, AASS). Administration was conducted in a quiet, supervised
environment to ensure independent and unbiased responses. Completed forms were collected,
coded, and entered into SPSS for statistical analysis. The process ensured anonymity, and no
identifying information was linked to the data.
Ethical Considerations
The study adhered to internationally recognized ethical guidelines for behavioral research.
.Informed consent ensured that participants understood their rights and the study’s nature.
.Confidentiality was maintained by securing all data and using coded identifiers rather than
names.
.Voluntary participation allowed students to withdraw at any stage without penalty.
.Debriefing clarified the study’s aims and addressed any participant questions.
.Non-maleficence was ensured by minimizing psychological risk and ensuring that the
questionnaires themselves posed no harm.
Statistical Analysis
Data were analyzed using SPSS.
Descriptive statistics (means, standard deviations, frequencies) were computed to summarize
participant characteristics and variable distributions.
Pearson correlation coefficients were used to determine the strength and direction of
relationships between mindfulness, emotional regulation, and academic anxiety.
Multiple regression analysis was performed to identify which psychological factors significantly
predicted academic anxiety while controlling for the influence of other variables.
Statistical significance was set at p < .05, ensuring that findings reflect meaningful, non-random
effects according to established social science standards.