The Effectiveness of Mindfulness Training on Hope and Adaptation to School in Students with a Choice of Compulsory Mathematics and Technology
The Effectiveness of Mindfulness Training on Hope and Adaptation to School in Students with a Choice of Compulsory Mathematics and Technology
Subject Areas : Educational Psychology
Samaneh Sadat Tabatabaei 1 , Toktam Sadat Jafar Tabatabaei 2 , Malihe Ganjifard 3 , Toktam Bijari 4
1 - Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
2 - Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
3 - student in Educational Psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
4 - student in Educational Psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
Keywords: Training, Mindfulness, Hope, School adaptation, Choice of field,
Abstract :
The aim of this study was to investigate the effect of mindfulness training on hope and adaptation to school in students who have chosen a compulsory field of mathematical and technical sciences. This quasi-experimental study was conducted in two groups with the method of before, after, and follow-up, which was performed on 30 students who chose the compulsory field of mathematical and technical sciences in Birjand in the academic year 2021-2022. These students entered the study by lottery and were assigned to two equal groups, experimental and control, using a simple random method with the help of a random number table (each group = 15 people). The mindfulness training intervention was performed in 8 sessions of 60 minutes for the experimental group. No intervention was performed for the control group. Data were collected using the Miller Hope Questionnaire and the Kim School Adaptation Questionnaire in three stages: before, after, and follow-up. SPSS software version 18 was used at a significance level of p <0.05. The results showed that after the intervention, a significant improvement in hope and school adjustment scores was obtained in the students of the experimental group compared to the control group (P <0.001). This study revealed the importance of mindfulness interventions in improving hope and school adaptation in students with a choice of compulsory field. Therefore, it is suggested that this intervention in educational programs should be considered by administrators, school counseling centers, and other educational planners.
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