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Volume 21, Issue 112 (7-2022)
Journal of Psychological Science 2022, 21(112): 763-780 |
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Hashemzadeh A, Hatami H, Banijamali S, Asadzade H. (2022). The efficasy of mindfulness training on academic resilience and sense of belonging of female students high school. Journal of Psychological Science. 21(112), 763-780. doi:10.52547/JPS.21.112.763
URL: http://psychologicalscience.ir/article-1-1373-en.html
URL: http://psychologicalscience.ir/article-1-1373-en.html
Associate Professor, Department of Psychology, Imam Hossein University, Tehran, Iran , hhatami83@yahoo.com
Abstract: (1734 Views)
Background: Although many studies focus on general or psychological resilience, few studies in Iran have addressed the issue of academic resilience, nor has an intervention that practically increases students' school affiliation been considered. Accordingly, the main question of the research is whether mindfulness training can affect the improving academic resilience and sense of belonging?
Aims: The purpose of this study was to effectiveness of mindfulness training on academic resilience and sense of belonging of female student’s high school.
Methods: This was a quasi-experimental study with pre-test, post-test, follow up with control group. The statistical population of the statistical population was all first grade high school girls in Tehran in 2017-2018. Thirty people were selected by multi-stage cluster random sampling method and 15 people were replaced by random assignment in an experimental group and a control group. The research instruments included the Academic Resilience Questionnaire (Samuels, 2004), the School Belonging Questionnaire (Barry et al., 2004) and the Mindfulness Education Treatment Sessions (Segal et al., 2002). Data were analyzed using mixed analysis of variance test.
Results: The results showed that mindfulness training significantly increased academic resilience (p <0.01) and sense of belonging to the school (p <0.01) of the experimental group compared to the control group. This effect has also remained stable in the follow-up phase.
Conclusion: Based on the above findings, it can be concluded that mindfulness training increased students 'academic resilience and sense of belonging to the school by raising students' awareness of the present. Repeat research with more samples in different areas is required.
Aims: The purpose of this study was to effectiveness of mindfulness training on academic resilience and sense of belonging of female student’s high school.
Methods: This was a quasi-experimental study with pre-test, post-test, follow up with control group. The statistical population of the statistical population was all first grade high school girls in Tehran in 2017-2018. Thirty people were selected by multi-stage cluster random sampling method and 15 people were replaced by random assignment in an experimental group and a control group. The research instruments included the Academic Resilience Questionnaire (Samuels, 2004), the School Belonging Questionnaire (Barry et al., 2004) and the Mindfulness Education Treatment Sessions (Segal et al., 2002). Data were analyzed using mixed analysis of variance test.
Results: The results showed that mindfulness training significantly increased academic resilience (p <0.01) and sense of belonging to the school (p <0.01) of the experimental group compared to the control group. This effect has also remained stable in the follow-up phase.
Conclusion: Based on the above findings, it can be concluded that mindfulness training increased students 'academic resilience and sense of belonging to the school by raising students' awareness of the present. Repeat research with more samples in different areas is required.
Type of Study: Research |
Subject:
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Received: 2021/08/10 | Accepted: 2022/07/1 | Published: 2022/07/30
Received: 2021/08/10 | Accepted: 2022/07/1 | Published: 2022/07/30
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)