School Psychology
Elnaz Abedi; Emad Yousefi; Leila Khajepour; Soheila Jokar
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 ...
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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.
Learning
Fatemeh Yurdkhani; Akbar Mohammadi; Dawood Manavipour
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 ...
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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.
Fariba Dortaj
Abstract
The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included ...
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The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th 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 12th 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.
