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Volume 24, Issue 154 (12-2025)
Journal of Psychological Science 2025, 24(154): 315-331 |
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Omidghaemi M, Fathabadi J, Ghanbari S. (2025). The Effectiveness of Mindfulness Training Package Based on Interpersonal Neurobiology Approach on Improving Teacher-Student Relationship. Journal of Psychological Science. 24(154), 315-331. doi:10.61186/jps.24.154.18
URL: http://psychologicalscience.ir/article-1-3033-en.html
URL: http://psychologicalscience.ir/article-1-3033-en.html
Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran , fathabadi51@gmail.com
Abstract: (46 Views)
Background: A positive and constructive teacher–student relationship plays a pivotal role in students’ cognitive and emotional development. Recent studies in interpersonal neurobiology have shown that neural synchronization between teachers and students can enhance the quality of educational interactions and create favorable conditions for learning and emotion regulation. Despite these theoretical foundations, few experimental studies have investigated the effectiveness of educational interventions based on this approach.
Aims: This study aimed to examine the effectiveness of a mindfulness-based training package grounded in interpersonal neurobiology on improving teaching mindfulness and teachers’ reflective functioning.
Methods: This semi-experimental study employed a pretest–posttest design with a control group. The sample consisted of 30 elementary school teachers randomly assigned to the experimental (n = 15) and control (n = 15) groups. The intervention included six 90-minute training sessions. Data were collected using the Mindful Attention Awareness Scale (Ryan & Brown, 2003), the Teacher Mindfulness Scale (Frank et al., 2016), and the Teacher Reflective Functioning Questionnaire (Vahidi et al., 2021). Data were analyzed using repeated-measures ANCOVA
Results: Results indicated that the mindfulness-based training package significantly increased overall teaching mindfulness and the interpersonal component of mindfulness in the experimental group (p < .05). However, changes in the intrapersonal component of mindfulness and teachers’ reflective functioning were not statistically significant.
Conclusion: The findings suggest that this approach, by relying on neural synchronization and promoting mindfulness, provides new opportunities for educational interventions. However, its effectiveness on intrapersonal aspects and reflective capacities requires further research and longer-term interventions.
Aims: This study aimed to examine the effectiveness of a mindfulness-based training package grounded in interpersonal neurobiology on improving teaching mindfulness and teachers’ reflective functioning.
Methods: This semi-experimental study employed a pretest–posttest design with a control group. The sample consisted of 30 elementary school teachers randomly assigned to the experimental (n = 15) and control (n = 15) groups. The intervention included six 90-minute training sessions. Data were collected using the Mindful Attention Awareness Scale (Ryan & Brown, 2003), the Teacher Mindfulness Scale (Frank et al., 2016), and the Teacher Reflective Functioning Questionnaire (Vahidi et al., 2021). Data were analyzed using repeated-measures ANCOVA
Results: Results indicated that the mindfulness-based training package significantly increased overall teaching mindfulness and the interpersonal component of mindfulness in the experimental group (p < .05). However, changes in the intrapersonal component of mindfulness and teachers’ reflective functioning were not statistically significant.
Conclusion: The findings suggest that this approach, by relying on neural synchronization and promoting mindfulness, provides new opportunities for educational interventions. However, its effectiveness on intrapersonal aspects and reflective capacities requires further research and longer-term interventions.
Keywords: interpersonal neurobiology, teacher-student relationship, mindfulness, educational interaction, emotion regulation.
Type of Study: Research |
Subject:
Special
Received: 2025/07/18 | Accepted: 2025/12/1 | Published: 2025/12/22
Received: 2025/07/18 | Accepted: 2025/12/1 | Published: 2025/12/22
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