The aim of this study was to determine the effectiveness of mindfulness-based stress reduction training on academic self-regulation and self-expression of female high school students in Jolfa. The present study was a quasi-experimental study with a pretest-posttest desi More
The aim of this study was to determine the effectiveness of mindfulness-based stress reduction training on academic self-regulation and self-expression of female high school students in Jolfa. The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all female high school students in Jolfa city in the 99-98 academic year. Using purposive non-random sampling method, Savari and Arabzadeh (2013) educational self-regulatory questionnaires and Shrink (1980) expression scale were administered among students and among those in both questionnaires a standard deviation lower than Average scores were obtained. Thirty people were purposefully selected based on the entry and exit criteria and randomly assigned to the experimental and control groups in equal proportions. The experimental group received training in the form of 8 sessions of mindfulness-based stress reduction training program, but the subjects in the control group did not receive any training. Then post-test was performed for both groups. Data were analyzed using analysis of covariance. Findings showed that mindfulness-based stress reduction training program significantly increased academic self-regulation (F = 0/110; P = 0.001) and increased assertiveness (F = 6/29; P = 0.001). According to the findings of the present study, mindfulness-based stress reduction training program can be used to increase academic self-regulation as well as increase assertiveness skills
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