Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7, 493-504 2025 Publisher: Learning Gate DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate © 2025 by the authors; licensee Learning Gate History: Received: 23 April 2025; Revised: 3 June 2025; Accepted: 6 June 2025; Published: 7 July 2025 * Correspondence: tricahyonoubt@gmail.com Reducing anxiety among teacher candidates: The efficacy of mindfulness- based stress reduction in higher education Tri Cahyono1*, Nisa Ariantini2, Nurul Fadilah3, Zainal Abidin Muhja4, Ika Yulianti5 1,2,3,4,5University of Borneo Tarakan, Tarakan City, Indonesia; tricahyonoubt@gmail.com (T.C.) ariantiny.nisa@gmail.com (N.A.) nurulfadilah@borneo.ac.id (N.F.) zainalabidinmuhja@gmail.com (Z.A.M.) ika_viviantari@borneo.ac.id (I.Y.). Abstract: The high anxiety rate among students, especially prospective teachers, is a significant concern in higher education. Unmanaged anxiety can negatively affect quality of life, academic performance, and professional competence. This study aims to evaluate the effectiveness of Mindfulness- Based Stress Reduction (MBSR) in reducing state and trait anxiety among undergraduate students in education programs. The research employed a quasi-experimental design with a pretest-posttest approach involving 24 participants divided into two groups: an intervention group and a waitlist control group. The intervention group participated in eight sessions of a modified MBSR program tailored for teacher training students, while the waitlist group studied the MBSR material independently. Measurements were taken before and after the intervention using the State-Trait Anxiety Inventory (STAI), and data were analyzed using a 2x2 Repeated Measures ANOVA. Results indicated a significant decrease in both state and trait anxiety in the intervention group following the MBSR program. The average state anxiety score decreased from 55.33 to 49.83, a reduction of 5.5 points, while trait anxiety decreased from 55.33 to 50.25, a reduction of 5.08 points. Conversely, the waitlist group experienced only a slight decrease in state anxiety and a minor increase in trait anxiety. Statistical analysis revealed significant effects of time and group interactions (p < 0.05), with large effect sizes (η² = 0.558 for state anxiety and η² = 0.312 for trait anxiety), indicating that MBSR has a substantial impact on reducing anxiety, particularly in state anxiety. Keywords: College students, Mental health, Mindfulness-based stress reduction, State anxiety, Trait anxiety. 1. Introduction Mental health is a concern for students in higher education globally. This is because mental health has a significant impact on the quality of life of students Cleofas [1]. Freitas, et al. [2] said that the quality of student life is highly correlated with the existence of symptoms of depression, anxiety, and stress. In line with that, Jenkins, et al. [3] also reported that depression and anxiety have a significant impact on students' quality of life. In fact, anxiety in college students is at an alarming level [4]. According to Gallea, et al. [5] most students experience depression, anxiety, and stress. Recent studies show a high prevalence of anxiety and depression problems among college students in various countries [6, 7]. In Brazil, rates of depression and anxiety range from 25% to 28.51% [8]. Meanwhile, in Pakistan, anxiety is the most common mental health problem among college students in the Sialkot region, affecting 88.4% of the sample [9]. A study in Southeast Asia found that the rate of college students' depression ranged from 18.4% to 29.4%, while the anxiety rate ranged from 23.6% to 42.4% [10]. The health student population in Malaysia, most cases of stress and depression are at normal to mild levels, while most students show moderate to very severe anxiety [11, 12]. 494 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate Studies in Indonesia show similar results. Early detection of mental health problems and obtained a mapping of the prevalence and distribution of students' mental status at a university in Indonesia, found that 26.9% of students experienced mild depression, 18.5% experienced moderate depression, 9.3% experienced severe or extreme depression, and 86.8% experienced high levels of anxiety [13]. Studies on health students show similar things, where most Indonesian medical students report symptoms of depression (22.2%) and anxiety (48.1%), including 3.0% and 8.1% with very severe symptoms [14]. In line with that, as many as 58% of nursing students experience severe anxiety and 30% experience very severe anxiety in preparing for their thesis [15]. In another focus, anxiety has a detrimental impact on student life. Data show that anxiety, stress and depression among U.S. undergraduate students have an impact on including eating disorders, compulsive disorders, PTSD, and sleep disorders [16]. More than that, [17] said that the combined prevalence of depression and anxiety among undergraduate students reached 25% with 14% of the combined prevalence of having suicide risk factors. In Indonesia, high levels of anxiety can negatively impact learning outcomes [18] and students' critical thinking skills [19]. Various factors contribute to student anxiety. Each individual has different causes and impacts of anxiety [20]. The heavy academic workload and competitive nature of the student's academic environment are one of the causes of mental health disorders, including anxiety [21, 22]. In line with that, the demands of final projects and exams are also a factor of anxiety in health students in Indonesia [15, 23]. In other findings, psychological, biological, lifestyle, social, and financial impulses were also reported to affect anxiety in addition to academic demands [24]. Bullying is also often associated with the cause of student depression which is correlated with anxiety [25]. In addition, poor sleep quality, fatigue, headaches were identified as risk factors for anxiety and depression [11]. However, parental factors, family history of psychiatric disorders, self-esteem, and academic performance were found to be significant risk factors [26]. The high anxiety among students causes the need for appropriate interventions so that they do not have worse consequences [27]. Mindfulness-based Intervention (MBI) is one of the recommended interventions to manage anxiety. MBI shows efficacy in reducing anxiety symptoms in various populations [28-30]. In the youth population, Zhou, et al. [31] have concluded that MBI is effective in reducing state and trait anxiety. Among professionals, MBI is also known to be effective in reducing experiences of anxiety, depression, and work-related stress, such as in healthcare workers [32, 33] and athletes [34]. Meanwhile, in patients with clinical diseases, the effectiveness of MBI in reducing anxiety is unquestionable [35-38]. In more specific populations, MBI significantly improves student mental health [39]. The following systematic review is also proof of MBI's effectiveness in managing anxiety in the student population. As Jun, et al. [40] concluded that MBI has a positive effect on anxiety remission among Chinese students. In addition, MBI seems to have the potential to be useful in relieving students' functional emotional disorders, one of which is caused by anxiety [41]. This study aims to determine the effectiveness of Mindfulness-Based Stress Reduction (MBSR) to reduce anxiety (state and trait anxiety) of undergraduate teaching students at the University of Borneo Tarakan. As a student, it is known that several causes of anxiety include psychological impulses, lifestyle and social demands [42]. As prospective teachers, one of the anxiety arises due to concerns about professional competence and management abilities [43]. In addition to reducing current anxiety, MBI is needed to prepare prospective teachers to face difficult situations when working in the future [44]. As revealed by Agyapong, et al. [45] the prevalence of moderate to severe anxiety among teachers ranges from 38% to 41.2% due to dense performance demands. In addition, high levels of anxiety and stress are also experienced by teachers due to the demands of using technology in the classroom [46]. Mindfulness-based Intervention (MBI) during teacher training is essential because it will reduce stress and improve the quality of teaching for early-career teachers [47]. 495 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate Several studies propose the importance of mindfulness programs for teacher training students. A study proposes a comprehensive teacher welfare program to improve mental health and reduce burnout among teachers in Thailand [44]. It is in line with Ressler, et al. [48] that the mental health of prospective teachers is important for their development and that teacher preparation programs should provide an environment that normalizes mental health care and supports self-care. Mindfulness practices support the creation of a psychologically safe space for aspiring teachers to prepare for their teaching placements before graduation [49]. Mindfulness-based programs for teachers are essential for improving social-emotional competence, well-being, and behaviour in the classroom, as well as student engagement and social competence [50]. Mindfulness training programs for high school teachers significantly improve their occupational health, well-being, and interactions with students in the most stressful classrooms [51]. This is corroborated by Valosek, et al. [52] where meditation-based health programs that are part of the mindfulness program are effective in reducing teacher fatigue and increasing resilience, psychological stress, and fatigue. The same thing was also conveyed by Juul, et al. [53] in the attention program significantly improved the mental health of teacher training students with several positive effects such as reducing disturbing thoughts. We hope that mindfulness-based stress reduction (MBSR) can reduce anxiety (state and trait anxiety), as well as significantly improve the mental well-being of undergraduate teaching students. Not only that, the anxiety management skills produced in this intervention are expected to improve the social-emotional competence of teacher training students so that in the future they will be able to increase interaction with students in the classroom without significant stress disturbances. 2. Method 2.1. Participants Participants are recruited through brochures that are widely distributed online. The eligibility criteria for this study include inclusion criteria, namely students of the Faculty of Teacher Training, University of Borneo Tarakan with a minimum of 6 semesters of undergraduate programs and volunteers to participate in all programs. Meanwhile, the exclusion criterion is to feel anxiety reported through an online survey. The online questionnaire was preceded by an introductory page for the study, contact information for the researcher, and confirmation of voluntary participation to participate in the intervention during 8 meetings. Other characteristics such as gender, age and background were ignored in this study A total of 24 students of the Faculty of Teacher Training, University of Borneo Tarakan undergraduate program are registered in this program. They were divided into 2 groups, namely the intervention group and the waitlist group with 12 participants each. The intervention group is the first group that will follow the program and the waitlist group will be the control group that will follow the program after the first group completes the program. 2.2. Intervention This program is named 'Mindfulness for Teacher Education Students' (MTES), designed specifically for undergraduate teaching students who experience stress due to academic and social pressure during their teacher education. This program is adapted from Mindfulness-Based Stress Reduction (MBSR) by Kabat-Zinn [54] with modifications to meet the unique needs of teacher training students. The group- based program includes eight sessions designed to build mindfulness skills gradually. Each session lasts 60 minutes except for the first 90-minute session as additional time to introduce the entire series of programs. In one week, 2 sessions were carried out so that this program was completed in 1 month. Each session includes reflections and open discussions to help participants understand the concept of mindfulness deeply and integrate it into their daily lives. During the break in the session, participants can discuss achievements and obstacles in practicing mindfulness tasks at home. The program is designed not to interfere with the student's academic routine. Therefore, there is no strict optimization 496 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate procedure. Participants who do not do the full mindfulness task during the break of the session can still take part in the entire series of programs. For the waitlist group, they did not receive any intervention unless they were asked to learn MBSR independently through reading materials and videos that had been shared by the trainer. Waitlist groups are also strongly advised to look for other references that can improve their mindfulness skills. The goal is for the waitlist group to have more optimal readiness during face-to-face interventions in the future. 2.3. Measures To measure anxiety symptoms in undergraduate teaching students, researchers used the State-Trait Anxiety Inventory (STAI) by Spielberger [55]. This scale consists of 40 items consisting of 20 items on the state anxiety inventory subscale and 20 items on the trait anxiety inventory subscale. Each item is rated on a 4-point Likert scale, namely never, sometimes, often, always. All participants in this program participated in a pre-intervention assessment before the program and a post-intervention assessment after the program with a State-Trait Anxiety Inventory (STAI) through a google form at their respective homes to improve the privacy and accuracy of measurements. 2.4. Statistical Analyses Statistical data analysis using the Statistical Package for the Social Sciences (SPSS) for windows version 26 application. Before carrying out the main analysis, several prerequisite tests are performed to ensure that the data meets the necessary assumptions. First, a normality test was performed to ensure that the distribution of data in each group (before and after the intervention) followed the normal distribution, using the Kolmogorov-Smirnov or Shapiro-Wilk test. Second, a variance homogeneity test was carried out using Levene's Test to ensure that the variance between groups did not differ significantly. Third, the sphericity test is carried out with Mauchly's Test to check the assumption of uniformity of variance differences between measurements. To test the effect of Mindfulness-Based Stress Reduction (MBSR) on anxiety, both State Anxiety and Trait Anxiety were used the ANOVA 2x2 Repeated Measures Test to test the influence of time and group on anxiety. The first factor is Time, which consists of two time conditions, namely before and after the MBSR intervention, while the second factor is the Group, which consists of the intervention group and the waitlist group. The test includes several analyses. Tests of Within-Subjects Effects were used to measure changes in anxiety in the same group at two different times (before and after the MBSR intervention). Tests of Between-Subjects Effects measure differences in anxiety between the intervention group and the waitlist group after the intervention. In addition, the "Time × Group" Interaction was tested to find out if there was a significant effect of the interaction between time and group on anxiety, which showed whether the effect of MBSR on anxiety differed depending on time. As a final step, effect measures are used to measure the strength of MBSR's influence on anxiety. Partial Eta Squared (η²) is used to indicate the magnitude of the influence of these factors, where if η² = 0.01-0.06 indicates a small influence, if η² = 0.06-0.14 indicates a moderate influence, and if η² > 0.14 indicates a large influence. With these measures, statistical analysis provides comprehensive information about the influence of MBSR on State Anxiety and Trait Anxiety, both in groups, between groups, and interactions between time and groups. 3. Results 3.1. Implementation of the MBSR Program Of the 12 participants in the intervention group, the participation rate was 6.8 (standard deviation=0.69 and median=7) from 8 sessions. From the satisfaction figures, it is known that 5 participants stated that they were very satisfied, 6 participants stated satisfaction, and only 1 participant stated that they were neutral towards the entire training series. Participants' activeness during face-to- 497 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate face sessions and session breaks were not considered in this study. Meanwhile, in the waitlist group, 5 people stated that MBSR was very helpful in managing anxiety and couldn't wait to participate in the face-to-face program, 6 people stated that they did not understand MBSR very well and wanted to learn more about it in the face-to-face program and 1 person stated that they were not interested in MBSR and did not want to participate in the face-to-face program. It was concluded that the interest of waitlist group participants to learn MBSR was quite high. This can be a good capital for the wailist group if it gets intervention in the future. 3.2. Prerequisite Test of ANOVA 2x2 Repeated Measures In the prerequisite test, the results of the Shapiro-Wilk test showed that the pretest and posttest scores for State Anxiety and Trait Anxiety were normally distributed (significance value > 0.05), so that the assumption of normality was met. The Levene test showed that the variance between the intervention group and the waitlist in State Anxiety and Trait Anxiety was homogeneous (p > 0.05), meaning that the homogeneity assumption was met. In addition, the sphericity test (Mauchly's Test) shows that the variance difference between pretest and posttest conditions is the same, which satisfies the sphericity assumption. However, the data from the prerequisite test results is not shown in this article and can be downloaded in the supplementary. 3.3. Efficacy of the MBSR 3.3.1. State Anxiety The results of the ANOVA 2x2 Repeated Measures for State Anxiety test showed several significant findings. In the test of the influence of the main factor of time and group-time interaction, the results of the Tests of Within-Subjects Effects both showed a p value of < 0.05, which means that there was a significant change in the State Anxiety score from pretest to posttest and there was a significant interaction between time (pretest and posttest) and the group. This indicates that there is an overall reduction in anxiety after treatment with significant changes from before to after the intervention. The group factor for State Anxiety through the results of the Tests of Between-Subjects Effects showed a p value of p < 0.05, which indicates a significant difference between the intervention group and the waitlist group in the State Anxiety score. The intervention group showed a larger change as the average pretest-postest decreased from 55,333 to 49,833 which was 5.5 compared to the waitlist group of only 1.0837. This showed that MBSR was more effective in reducing State Anxiety in the intervention group compared to the waitlist group which was also strengthened by a decrease in minimum and maximum values. This suggests that the effect of MBSR is more pronounced in lowering State Anxiety in the intervention group compared to the waitlist group, reinforcing the evidence that MBSR has a positive effect on reducing anxiety. Effect Size (Partial Eta Squared, η²) indicates a value of η² = 0.558, which indicates a large effect size. This suggests that MBSR treatment has a strong impact on the reduction of State Anxiety, giving an indication that the changes that occur are not just coincidental, but are significant influences. Table 1. Anxiety descriptive analysis. State Anxiety Intervention Waitinglist Pretest Postest Pretest Postest Mean 55,333 49,833 55,4167 54,333 Std. Dev. 2,93 4,01 1,67 2,53 Minimum 49 44 53 49 Maximum 61 56 58 57 Multivariate Tests also confirmed that MBSR treatment had a significant effect on reducing State 498 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate Anxiety, with significant differences between pretest and posttest, as well as between the intervention group and the waiting list. The Time and Group interactions were also significant, with a large effect size (η² = 0.558), suggesting that the MBSR intervention was effective in lowering State Anxiety compared to the waitlist group. 3.4. Trait Anxiety Not too far from state anxiety, the results of the ANOVA 2x2 Repeated Measures for Trait Anxiety test also showed some significant findings. In the Tests of Within-Subjects Effects of time and time- group interaction both showed a p value of < 0.05, which means that there was a significant change in the Trait Anxiety score from pretest to posttest. This indicates an overall decrease in anxiety after treatment, with significant changes from before to after the intervention. The group factor in the results of the Tests of Between-Subjects Effects showed a p value of < 0.05, indicating a significant difference between the Intervention group and the waitlist group in the Trait Anxiety score. The Intervention group showed a change in the number of anxiety scores, which confirmed that the MBSR intervention was more effective in reducing Trait Anxiety compared to the waitlist group that only learned independently. In the intervention group, there was a decrease in the value of trait anxiety, namely from 55,333 to 50.25 or 5,083 while for the waitlist group, there was an increase in anxiety, namely from the initial 48.5833 to 50.33 or 1.7467. Table 2. Trait anxiety descriptive analysis. Trait anxiety Intervention Waiting list Pretest Postest Pretest Postest Mean 55,333 50,25 48,5833 50,33 Std. Dev. 2,994 3,04 2,274 3,33 Minimum 51 45 45 47 Maximum 59 55 52 53 The results of the "Time and Group" interaction showed a p value of < 0.05, which means that there was a significant interaction between the time (pretest and posttest) and the group. This shows that the effect of MBSR is more pronounced in lowering Trait Anxiety in the Intervention group compared to the waitlist group, confirming that MBSR has a positive influence in reducing long-term anxiety. Table 3. Result ANOVA 2x2 repeated measures anxiety. Anxiety Group (Inter-Wait) Time (Pre-Post) Group x Time F Sig. (p-value) F Sig. (p-value) F Sig. (p-value) Partial ⴄ² State 5,117 0,034 27,783 0 12,505 0,002 0,558 Trait 13,278 0,001 9,966 0,005 41,882 0 0,312 Effect Size (Partial Eta Squared, η²) shows a value of η² = 0.312, which indicates a large effect size. This signifies that MBSR treatment has a strong impact on the decrease of Trait Anxiety, with significant and substantial changes in the individual's anxiety levels. Multivariate Tests (Exact statistic) also confirmed that MBSR treatment had a significant effect on reducing Trait Anxiety. There are significant differences between pretest and posttest, as well as between the intervention group and the waitlist. The Time-to-group interaction was also significant, with a large effect size (η² = 0.312), suggesting that MBSR was effective in lowering Trait Anxiety in the intervention group compared to the waitlist group. Finally, it is concluded based on the value of η² in state anxiety = 0.558 and Trait Anxiety = 0.312 even though they are both strong in providing effects/influences, it can be concluded that MBSR has a 499 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate greater effect/effect of reducing state anxiety. This is also strengthened by the result of a decrease in the average anxiety value in the intervention group in state anxiety of 5.5 much greater than the decrease in the anxiety trait of 5,083. 4. Discussion The results showed that there was a significant decrease in the level of state anxiety in both the MBSR intervention group and the waitlist group after treatment. This decline occurred in both groups, although with more significant changes in the group that received direct intervention. The reduction in state anxiety in both groups (intervention and waitlist) suggests that anxiety can be affected by mindfulness exercises [56]. The eight-session MBSR process, which involves meditation, mindfulness, and relaxation exercises, can help individuals to better recognize and manage their emotional reactions to stress, which is a major factor in anxiety. This is in line with the findings [57] that MBSR programs are able to improve well-being and mental health by reducing stress and anxiety and improving emotional regulation. One of the important findings of the study is that a decrease in anxiety states occurred not only in the intervention group, but also in the waitlist group. This shows that state anxiety can be reduced simply by learning the principles of mindfulness independently and not receiving direct MBSR intervention. Several studies have shown similar that even without formal MBSR, a person can experience a reduction in anxiety through self-taught mindfulness practices [58]. However, although the decrease in state anxiety occurred in the waitlist group, these findings reinforce the argument that MBSR has a greater effect in helping students cope with state anxiety in a more structured and systematic way. This was confirmed by Simonsson, et al. [59] who showed that participants in the MBSR program experienced a greater improvement in overcoming state anxiety compared to waiting lists or less structured interventions. A significant reduction in state anxiety in teachers who received Mindfulness-Based Stress Reduction (MBSR) interventions has shown early evidence that this approach is effective in reducing short-term anxiety. In addition to the impact on state anxiety, the study also explored the effectiveness of MBSR on trait anxiety which measures more profound and more permanent levels of anxiety in individuals. The results of the study showed that MBSR was not only effective in reducing state anxiety but also had a significant influence on reducing trait anxiety in the intervention group. This is in line with the research of Norouzi, et al. [34] which concluded that MBSR effectively reduced state and trait anxiety in the intervention group compared to the control group. Related to this, MBSR is considered to have an effect on changes in brain activity related to emotion regulation which can contribute to a reduction in long- term anxiety symptoms as well as show an effect on the nature of anxiety [60]. But what is interesting is that, although there is a decrease in state anxiety in the waitlist group, there is a tendency to increase trait anxiety although it is not significant. The researchers assume that this increase is due to a lack of effective stress management strategies or errors in understanding trait anxiety due to learning MBSR independently. The weak data obtained on the waitlist group makes researchers unable to confirm why this can happen. Several studies may be able to answer this assumption, such as research by Priebe and Kurtz-Costes [61] which states that the effectiveness of independent mindfulness practice can vary, which means that there is a possibility that independent MBSR practice can actually increase anxiety traits. This is corroborated by Salajegheh, et al. [62] who stated that without structured guidance, individuals may not fully utilize the benefits of mindfulness, potentially leading to increased anxiety due to unresolved worries or ineffective self-regulation strategies. On the other hand, the findings of Hirshberg, et al. [63] are in contrast to the two researchers above, where the increase in trait anxiety in the waitlist group is certainly not due to the influence of MBSR, either obtained through training or independent study, which means that the increase in trait anxiety may be due to other factors that are not taken into account by the researcher. This is one of the things that needs to be researched in the future. The relationship between traits and state anxiety is very complex. Trait anxiety can amplify the 500 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate effects of state anxiety, especially when individuals face stress or challenges during independent studies. These interactions can lead to further degradation in inhibition control, resulting in increased levels of anxiety [64]. Individuals with trait anxiety often show deficits in attention control, which leads to increased distractions and irrelevant stimulus inhibition disorders. Research suggests that these individuals may struggle with delayed target selection and reduced inhibitory inhibition, which can exacerbate feelings of anxiety when engaging in self-directed studies [65]. Although in general MBSR shows a strong effect in influencing anxiety reduction, it can be concluded that MBSR has a greater effect of decreasing anxiety compared to trait anxiety. This shows that MBSR is more effective in reducing temporary or situational anxiety. This conclusion is particularly accurate given the dynamic nature of the anxiety of the state that fluctuates with direct stressors so that it is more receptive to the acute stress-reducing effects of MBSR [66]. Simply put, through mindfulness and breathing meditation, MBSR leads to a significant reduction in state anxiety [67]. Conversely, although there was a decrease in trait anxiety, the effect was not as large as that of state anxiety. Xie, et al. [68] in their study explained that the mechanism of MBSR reduces trait anxiety by altering the underlying cognitive and emotional processes even though it does not directly reduce trait anxiety. Xie also added that the long-term nature of the anxiety trait may require more sustained interventions or additional therapeutic components beyond MBSR to achieve significant reduction. But. Overall, these findings show that MBSR is an effective intervention in reducing anxiety in teacher training students with a greater effect on state anxiety than trait anxiety. 5. Limitations and Future Research Directions The study has several limitations that need to be noted when interpreting the findings. One of the main limitations is the intervention design that is limited to the intervention group which on average only follows 6.8 sessions of the MBSR program face-to-face without strict optimization procedures. Although in general these sessions were sufficient to show a significant reduction in anxiety, longer duration and intensity of the intervention may result in stronger and more long-lasting effects. Therefore, future research may explore variations in the duration and frequency of MBSR sessions to understand the long-term impact and effectiveness of these interventions. The waitlist group in this study only learned independently through documents and videos without any face-to-face sessions. This can limit true and even biased understanding of the effectiveness of MBSR in a more tangible context. Richer interventions with instructor or group support can enrich the participant's experience and provide more significant outcomes. For the record, the waitlist group that only received independent learning materials also showed an increase although not significantly in state anxiety, which added to the strength of the argument that MBSR with direct interaction is more effective in reducing anxiety. Additionally, in this study, factors such as gender, cultural background, religion, and other demographic factors were ignored. In fact, these factors can affect an individual's response to MBSR interventions. For example, cultural and spiritual traditions can affect a person's stress and anxiety levels, as well as how they respond to mindfulness techniques. Therefore, further research needs to expand the variables considered, including factors such as social, cultural, and religious background, to identify their influence on responses to MBSR. More detailed research can provide insight into whether there are specific groups that benefit more from these programs and whether personalization of intervention programs can increase their effectiveness. Another direction that can be explored is the combination of MBSR with a client culture-based approach to enhance the effect of interventions. Combining these approaches will likely result in greater changes in anxiety and provide further guidance on the most effective methods of reducing anxiety in students. This research can also further explore related psychological or physiological aspects that have the potential to be explained more deeply with multidimensional analysis. Taking these factors into account, future research is expected to provide a deeper understanding of 501 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 493-504, 2025 DOI: 10.55214/25768484.v9i7.8640 © 2025 by the authors; licensee Learning Gate the effectiveness of MBSR in reducing anxiety in teacher training students as well as identify key factors influencing responses to these interventions. 6. Conclusion This study showed that the Mindfulness-Based Stress Reduction (MBSR) program showed a significant reduction in both types of anxiety after the MBSR intervention, with a greater effect on state anxiety than on trait anxiety. Another interesting finding was that in the waitlist group that did not receive direct intervention, they experienced a mild increase in trait anxiety although not significantly. The limitations of this study were that the average participation rate was 6.8 from 8 face-to-face sessions and without strict optimization procedures and the program did not consider the demographic factors of the participants. Suggest the need for further research with a more varied design such as considering aspects of the client's tradition, religion and background to explore the long-term influences and factors that may affect the effectiveness of MBSR. Funding: This research is funded by the Directorate of Research, Technology, and Community Service (DRTPM), Ministry of Education, Culture, Research, and Technology (Ministry of Education, Culture, Research and Technology), Republic of Indonesia. Institutional Review Board Statement: The study involving human participants was reviewed and approved by the Institute for Research and Community Service, University of Borneo Tarakan. Participants in this study provided written informed consent to participate in this study. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Acknowledgements: The authors also express their sincere appreciation to the Research and Community Service Institute (LPPM) of Universitas Borneo Tarakan for their guidance and supervision throughout this research. Acknowledgment is also extended to all parties who contributed to the development of ideas and the completion of this study. Copyright: © 2025 by the authors. This open-access article is distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] J. V. 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