Showing 7 results for Mindfulness.
Atefe Karimi, Simindokht Rezakhani, Masoumeh Behboodi,
year 11, Issue 8 (11-2022)
Abstract
The aim of this study was to determine the mediating role of mindfulness in predicting academic procrastination based on perfectionism. The method correlation study was structural modeling. The statistical population of female high school students (tenth to twelfth grades) was in District 5 of Tehran in the academic year 1400-1399. 300 students were selected in an accessible and voluntary manner Academic procrastination scales (PASS) (Solomon and Rothblum, 1984), perfectionism (F-MPS) (Frost, 1990), and mindfulness (KIMS) (Kentucky, 2003) were used to collect data. Data were analyzed using the structural equation modeling statistical method. The results showed that the proposed model had a good fit (d2 = df = 2.68, CFI = 0.939, GFI = 0.925, AGFI = 0.885, and RMSEA = 0.075). (P <0.01) negatively and negative perfectionism (p <0.01) positively predict academic procrastination. Mindfulness also mediates the relationship between negative perfectionism and academic procrastination in a positive way and the relationship between positive perfectionism and academic procrastination in a negative and meaningful way (p <0.01). Therefore, it can be concluded that perfectionism directly and through the mediation of plays a role in the procrastination of schoolgirls.
Seyed Morteza Hashemi, Ali Mehdad, Omid Shokri,
year 12, Issue 2 (4-2023)
Abstract
This study aimed to compare the efficacy of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on students’ academic well-being. A controlled pretest-posttest quasi-experimental study was conducted with a two-month follow-up. The statistical population included all third-year male students in Shahrekord public middle schools during the school year 2020-2021. Using the available sampling method, Sixty people were selected and randomly divided into four fifteen people experimental and control groups. Each of the experimental groups underwent six sessions, held twice weekly, of the Pennsylvania Resilience Program (Seligman et al., 2009), positive psychotherapy (Seligman et al., 2013), or mindfulness-based cognitive therapy (Segal et al., 2012). The controls did not receive any intervention during the same period. Tuominen-Soini et al.’s (2012) academic well-being Questionnaire constituted the research instrument. The data were analyzed using a mixed model analysis of variance. The results revealed a significant effect of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on academic well-being on the scales of school value ) F= 20/558), school burnout (F= 29/52), academic satisfaction (F= 11/403), school work engagement (F= 8/608) and the stability of these programs in effect was in the follow-up phase (P<=0.05), but there was no significant difference between the three types of intervention compared to each other. Results show that all three interventions are effective in strengthening the learners' motivation, progress, and academic well-being by feeding coping resources and strengthening the mental strength of the learners and their psychological capital.
Maryam Azizi, Yasna Farokhsiri, Fatemeh Kazemi Bahman Abad, Zakiyeh Zamani,
year 12, Issue 2 (4-2023)
Abstract
The present study was conducted with the aim of determining the effectiveness of group therapy based on mindfulness on rumination control and difficulty in regulating emotions in adolescents with obsessive-compulsive disorder. The research method was semi-experimental with a pre-test, and post-test design with a control group and a one-month follow-up period. The statistical population of this research included all teenage girls suffering from obsessive-compulsive disorder in Tabas city in 1401, who were selected through available sampling among 30 eligible people and randomly assigned to 2 groups of 15 people. The test and evidence were replaced. The experimental group underwent mindfulness-based group therapy for 8 2-hour sessions (2 sessions per week. The measurement tool in this research was the Nolen-Hoeksma and Maro Rumination Scale (RRS) (1991) and the Gertz and Roemer Emotion Regulation Difficulty Questionnaire (DERS) (2004). Statistical data analysis was done using the repeated measurement variance analysis method. The findings showed that mindfulness-based group therapy on rumination control and difficulty in emotion regulation (p=0.01) in adolescents with obsessive-compulsive and practical disorders is significant. and the results indicated the durability of the treatment in the follow-up period (p=0.01). Based on the results of the research, it can be said that group therapy based on mindfulness is a suitable intervention method for improving the control of rumination and difficulty in regulating the emotions of adolescents with obsessive-compulsive disorder.
Zeynab Mohamadinikoo, Dr. Mohamadreza Tamannaeifar,
year 13, Issue 1 (3-2024)
Abstract
The current study aimed to provide a structural model of psychological well-being based on basic psychological needs and mindfulness with the mediating role of problematic internet use in adolescents. By applying the structural equation modeling (SEM) approach. The population comprised all male and female high school students in Kashan in the academic year 1401-1402 in the number of 6470 people, of which according to Morgan's table, a sample of 325 people were selected by available sampling. Then, the Psychological well-being scale (RSPWB) Ryff (1989), the Psychological Needs Satisfaction scale (BNSG-S) Guardia, Deci & Ryan (2000), Mindful Attention Awareness Scale (MAAS) Brown, Ryan (2003) and the Internet Addiction Test (IAT) Young (1998) were completed by participants. Data analysis was performed using the path analysis method and Bootstrapping method was used to examine the mediating role of problematic internet use. The results showed that the direct path of Psychological needs and mindfulness to problematic Internet use and psychological well-being had a significant effect (p<0.05). Moreover, Psychological needs and mindfulness with the mediation of problematic Internet use had a significant indirect effect on psychological well-being (p<0.05). The fit index also showed that the default model has a good fit. Therefore, it can be concluded that problematic internet use plays a mediating role in the relationship between Psychological needs and Mindfulness with adolescents' psychological well-being.
Elaheh Nouri, Shahram Nematzadeh Getabi,
year 13, Issue 8 (11-2024)
Abstract
The purpose of this research was to determine the effectiveness of cognitive therapy based on mindfulness on memory and cognitive flexibility in men with major depression. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all men with depression who were referred to psychological clinics located in the 8th district of Tehran in the second half of 2023, and 30 people were selected purposefully and randomly assigned to an experimental group and a control group. Measuring tools included Beck et al.'s Depression Inventory-2 (BDI-II, 1996), Daneman & Carpenter Working Memory Questionnaire (WMT, 1980) and Dennis Cognitive Flexibility Inventory (PFQ, 2010). The experimental group received mindfulness-based cognitive therapy during eight sessions, one session every week for 90 minutes. The data was analyzed using multivariate analysis of covariance. The results showed that by controlling the effect of the pre-test, there is a significant difference between the average of the post-test of memory and cognitive flexibility in the two experimental and control groups at the level of p<0.05. As a result, cognitive therapy based on mindfulness can be used as an effective treatment method to improve memory and cognitive flexibility in men with major depression.
Niloufar Dehghani, Sahar Gholami Arjenaki, Dr. Parinaz Sadat Sajjadian,
year 13, Issue 10 (12-2024)
Abstract
This research was conducted to determine the mediating role of self-compassion in the relationship between mindfulness and social support with resilience in students. The present study was descriptive-correlation by structural equation modeling method. The statistical population of the research included students of Islamic Azad University, Najaf Abad branch in the academic year 2023. In this study, 230 people were selected by random sampling of the cluster and were assigned to the Freiburg Mindfulness Questionnaire (FMI; Walach et al., 2006), the Multidimensional Perceived Social Support Questionnaire (MSPSS; Zimet et al., 1988), the Short Form of the Self-Compassion Scale (SCS-SF, Raes et al., 2011) and the Connor and Davidson Resilience Scale (CD-RISC; Connor and Davidson, 2003) answered. Structural equation analysis was used to analyze data. The findings showed that the proposed model has a favorable fit. Also, the findings showed that mindfulness, social support, and self-compassion had a direct and significant effect on resilience; Also, mindfulness and social support had a direct and significant effect on self-compassion (P< 0.05). The result of the bootstrap test showed that self-compassion played a mediating role in the relationship between social support and resilience; Also, the results showed self-compassion between mindfulness and resilience played a mediating role (P<0.05). Finally, it can be concluded that social support and mindfulness directly and through self-compassion affect resilience.
Elnaz Abedi, Dr. Emad Yousefi, Dr. Leila Khajepour, Dr. Soheila Jokar,
year 13, Issue 11 (1-2025)
Abstract
The purpose of this research was to investigate the mediating role of academic anxiety in the relationship between mindfulness and academic adjustment. The research method was a descriptive-correlation type of structural modeling. The statistical population included female students in the second year of high school in Bushehr City in the academic year 2022-2023, and 257 of them were selected as a statistical sample using random cluster sampling. To collect information, Drutman et al.'s Mindfulness Scale (2018, AAMS), Sinha and Singh's Adaptability Scale of High School Students (1993, AISS), and Pakran et al.'s Academic Emotions Scale (2002, AEQ) were used. The obtained data were analyzed using Pearson's correlation coefficient test and structural equation modeling. Based on the findings of the research, the proposed model was a good fit. The results showed that there is a negative and significant relationship between academic anxiety and academic adjustment (p<0.01). It was also found that the emotion of academic anxiety has a mediating role in the relationship between mindfulness and academic adjustment (p<0.01). From the above findings, it can be concluded that to increase academic adaptation in academics, attention should be paid to academic anxiety and mindfulness.
