The Effectiveness of Stress Reducing Mindfulness Training on Students' Positive and Negative Educational Excitement

Subject Areas : Educational Psychology

Sara Moradi ¹ (Ph.D. student , Department of Psychology, Ardabil Branch, Islamic azad University , Ardabil, Iran.)
Mansour Bayrami ² (. Professor , Department of Psychology, Ardabil Branch, Islamic azad University , Ardabil, Iran. Professor , Department of Psychology, Tabriz University, Iran.(Corresponding Author) Email:Dr.bayrami@ yahoo.com)
Touraj Hashemi ³ (Professor, Department of Psychology, Ardabil Branch, Islamic azad University, Ardabil, Iran)
Somayeh Taklavi ⁴ (Assistant Professor , Department of Psychology, Ardabil Branch, Islamic azad University , Ardabil, Iran.)

Received: 2020-06-28 Accepted : 2020-08-31 Published : 2020-08-22

Keywords: Mindfulness, Based on Stress Reduction, Positive Educational Excitement, Negative Educational Excitementm, Pleasure class, Anger class,

Abstract :

Based on previous studies, various factors affect the excitement of scholarship, which is the reduction of stress-based mindfulness education. This study was conducted to evaluate the effectiveness of stress-based mindfulness training on students' positive and negative emotional excitement. This research was an experimental study with pretest, posttest and follow up design with control group. All of the high school students in the first period of Urmia comprised a population of which 30 were selected by random cluster sampling and assigned to two experimental groups (15 subjects) and control (n = 15). The data were collected by the Peakan & Associates Exercise Exercise Questionnaire (2005). The subjects in the experimental group received mindfulness training based on stress reduction during 8 sessions, but the control group did not receive any intervention. For analyzing the data, multivariate covariance analysis was used by SPSS software. Results showed that stress-based mindfulness training increased positive emotional excitement and reduced students' negative emotional excitement (P <0.01). The effectiveness of stress-based mindfulness training on students' positive and negative academic excitement has continued in the follow-up phase. Therefore, teaching stress-based mindfulness mindfulness education is an effective method in students' positive and negative academic excitement