Iranian Journal of Learning and Memory

Abstract This quasi-experimental study (pre-test/post-test with two experimental groups and a control group) compared the effectiveness of "Academic Resilience Training with an Integrated Monotheistic Approach" and "Mindfulness Training" on self-regulated learning among female secondary school students in Tehran's 10th district (academic year 1400-1401). Due to pandemic conditions, 21 students were selected via convenience sampling and divided into resilience training (n=7), mindfulness training (n=9), and control (n=5) groups. Both interventions were delivered online over eight 90-minute sessions. Data were collected using the Self-Regulation of Learning Questionnaire (MSLQ) and analyzed using ANCOVA and LSD post-hoc tests.
Results showed that both programs significantly increased overall self-regulated learning and metacognitive strategies compared to the control group( (F=3.681، p<0.047 ). However, after controlling for Grade Point Average (GPA), mindfulness training demonstrated significantly greater effectiveness in enhancing overall self-regulation, metacognitive strategies, and motivational beliefs. The integrated monotheistic resilience training showed no statistically significant effect on overall self-regulation or motivational beliefs after controlling for GPA. Neither intervention significantly affected cognitive strategies.
Conclusion: While both interventions show potential, mindfulness training exhibited stronger immediate effectiveness for promoting self-regulated learning components, particularly metacognition and motivation. However, the integrated monotheistic approach retains significant potential as a culturally indigenous intervention. Its emphasis on spirituality, values, and human connections may yield long-term benefits across various aspects of adolescent life, warranting further development of detailed protocols.

Abstract The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr city in 2022-2023, and based on Cochran’s formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables of the participants, the mindfulness scale Drotman, Galub, Ogansianrid (2018), the compatibility questionnaire High school students completed the Sinha and Singh (1993) and Pakrun, Goetz, Tietz and Perry (2002) academic excitement scale. analyses were done by the structural equation modeling method. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship of between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness was able to predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in relationships between mindfulness and academic adjustment.It can be concluded that the requirement to increase the academic adjustment of students is to pay attention to their mindfulness, academic hope and academic anxiety.

Abstract This study aimed to investigate mindfulness's effectiveness on the problem-solving styles of secondary school students of Garmsar city. The statistical population of this research was all second-year high school students of Garmsar city in the academic year 2022-2023. The sample included 341 students who were selected by random cluster sampling. The research tools included a standard questionnaire on mindfulness and a questionnaire on problem-solving styles. The data was analyzed by Lisrel and SPSS software. Considering that the effect of the mediator variable is considered, structural equation modeling was used for data analysis. The results showed that the five components of observation, description, action, awareness, non-judgment, and non-reaction affected the problem-solving styles of secondary school students of Garmsar city. Based on the obtained results, mindfulness can affect problem-solving techniques. Based on the obtained results, mindfulness can influence problem-solving styles. Therefore, the results of this study can have important implications in the field of education, such as the effectiveness of mindfulness on problem-solving for educational professionals.

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.