Iranian Journal of Learning and Memory

Abstract Objective: This study aimed to compare the effectiveness of mindfulness training and self-efficacy training on psychological well-being and job engagement of physical education teachers in Tabriz. Method: A quasi-experimental pretest-posttest design with a control group was employed during the academic year 2024-2025. The statistical population included all physical education teachers in Tabriz, from which 45 participants were selected via convenience sampling and randomly assigned to three groups: two experimental (mindfulness training (n=15) and self-efficacy training (n=15) and one control (n=15). The mindfulness training was based on the program developed by Segal et al. (2002), consisting of 8 sessions while the self-efficacy training was based on Bandura's (1997) theory, consisting of 8 weekly sessions of 90 minutes each. Data were collected using the Job Engagement Questionnaire (Schaufeli & Bakker, 2006) and the Psychological Well-being Questionnaire (Ryff et al., 2004) and then analyzed using MANCOVA, ANCOVA, and MANOVA with SPSS-22 software. Results: Both mindfulness and self-efficacy training significantly improved psychological well-being in the experimental groups compared to the control group (p<.01), with no significant difference between the two intervention groups. For job engagement, both interventions showed the experimental groups’ significant improvements over the control group (effect sizes: 18.40 for self-efficacy, 19.73 for mindfulness). However, mindfulness training had a more significant effect on job engagement than self-efficacy training (p<.05). Conclusions: Mindfulness and self-efficacy training enhance psychological well-being and job engagement among physical education teachers, with mindfulness training demonstrating a superior effect on job engagement. These findings suggest that both interventions are effective, but mindfulness training may offer additional benefits for improving job engagement. Hence, educational policymakers may integrate mindfulness and self-efficacy programs to foster resilient, motivated physical educators.

Abstract Wisdom can be understandd as a psychological competence in facing difficult and ambiguous or unsolvable problems of life and helps people endure or cope with complex and uncertain life conditions in the future. Also, wisdom is based on experience. Experience in itself is not necessarily effective, but lessons learned from successes and failures that people gain are helpful. The present study was conducted with the aim of investigating the effectiveness of the educational package of wisdom and self-compassion and psychological well-being in students. Also, this research is semi-experimental with a pre-test and post-test design with a control group. The statistical population was all undergraduate students of psychology at Azad University, Rodehen branch, in the academic year of 2021-2022 Among them, 45 students have been randomly replaced in control and experimental groups. The research tool included Nef self-compassion questionnaire and Rif psychological well-being. For this purpose, the educational package of wisdom was first designed and compiled based on the theoretical foundations and also the existing packages according to the target group and was approved by the experts. Then, from both control and experimental groups, in a pre-test session, including the implementation of research tools, the students of the experimental group were taught wisdom training package during 8 90-minute sessions, 2 sessions per week And finally, after the completion of the training sessions, a post-test was taken from both groups. The data were analyzed using analysis of covariance test in SPSS26 software.

Abstract The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12^th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included all 12^th grade students of the 12th district of Tehran in the academic year of 2018 to 2019. 60 students who gained low scores in three dimensions of Subjective Well-Being Questionnaire of Keyes and Magyar-Moe (2003) were selected through random sampling method. The participants were assigned into 2 experimental and control groups. The experimental groups received a Mindfulness protocol in 8 sessions during 2 hours. After completion of the sessions, all the participants were re-evaluated. Data were analyzed through multivariate analysis of covariance. The findings showed that in the emotional well-being aspect, with the components of positive emotional affection (P < 0.025, F = 17/80) and negative emotions (P <0.025, F = 5/41), in the psychological well-being, with the components self-esteem (P < 0.008, F = 25.26), life goal (P < 0.008, F = 38.19), environmental domination (P <0.008, F=82.82), relationships with others (P < 0.008, F = 19.12), as well as personal development (P < 0.008, F = 87.38), and in the social well-being aspect, admission and acceptability (P <0.01, F =18.09) and realism (P <0.01, F = 11.30), there was a significant difference between the experimental and control groups and it can be concluded that the mindfulness education affects the improvement of psychological, social and emotional well-being components in the students.