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year 14, Issue 5 (Summer 2025 2025)
Rooyesh 2025, 14(5): 93-102 |
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Ethics code: IR.PNU.REC.1403.046
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Abdulahi Beqrabadi G, Haji Hosseini Arani A. (2025). The Effectiveness of Child-Centered Mindfulness Training on Emotional and Social Competence of Male Students with Special Learning Disorder. Rooyesh. 14(5), 93-102.
URL: http://frooyesh.ir/article-1-5721-en.html
URL: http://frooyesh.ir/article-1-5721-en.html
1- Assistant Professor Department of Psychology, Payame Noor University, Tehran, Iran. , psy-abdollahi@pnu.ac.ir
2- M.SC., Educational Psychology, Payame Noor University, Tehran, Iran.
2- M.SC., Educational Psychology, Payame Noor University, Tehran, Iran.
Abstract: (77 Views)
The purpose of this research was to determine the effectiveness of child-centered mindfulness training on the emotional and social competence of male students with specific learning disorders. The research method was semi-experimental with a pre-test-post-test and control group design with a two-month follow-up period. The statistical population included all the male students of the second year of elementary school with specific learning disorder who referred to the learning disorder centers of Aran and Bidgol cities in 2023-2024. 30 students were selected by purposive sampling and then randomly assigned to two experimental and control groups (15 people each). The tools used included the Social and Emotional Competence Questionnaire (SECQ; Zhou and Ee, 2012). The experimental group received 10 sessions of 50 minutes per week, twice in child-centered mindfulness skills training sessions. The collected data were analyzed by repeated-measure analysis of variance. The results of the analysis showed that child-centered mindfulness training has increased emotional and social competence (F=14.671, P<0.001) and its components in students with specific learning disorder. Therefore, child-centered mindfulness training can be used in schools for students with specific learning disorders.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/10/11 | Accepted: 2024/11/3 | ePublished: 2025/08/1
Received: 2024/10/11 | Accepted: 2024/11/3 | ePublished: 2025/08/1
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