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Volume 23, Issue 143 (1-2025)
Journal of Psychological Science 2025, 23(143): 217-233 |
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gilvari A, mohammadi A, haghighat S. (2025). A comparative analysis of mindfulness-based and game-based interventions on the social skills and creativity of primary school students in Garmsar city. Journal of Psychological Science. 23(143), 217-233. doi:10.52547/JPS.23.143.2787
URL: http://psychologicalscience.ir/article-1-2280-en.html
URL: http://psychologicalscience.ir/article-1-2280-en.html
Assistant Professor, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran , A.mohammadi@iaugarmsar.ac.ir
Abstract: (178 Views)
Background: Research has demonstrated a positive correlation between higher social skills and improved performance in social interactions among students. Recently, mindfulness interventions, encompassing elements such as self-discipline and present moment awareness, have garnered attention for their potential to enhance mental processes, sensitivity, openness, and receptivity. Conversely, play therapy, characterized by enjoyable physical and mental activities, has been linked to increased social skills and creativity. However, there exists a research gap regarding play therapy based on mindfulness to enhance self-respect in the studied society.
Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City.
Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software.
Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001).
Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration.
Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City.
Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software.
Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001).
Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration.
Type of Study: Research |
Subject:
Special
Received: 2023/12/15 | Accepted: 2024/02/17 | Published: 2024/10/17
Received: 2023/12/15 | Accepted: 2024/02/17 | Published: 2024/10/17
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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)