The Effectiveness of Mindfulness- Based Stress Reduction Training on Academic Self-Regulation and Existence of Girl Students

Mahak Naghizadeh Alamdari¹ Saeed Najarpour Ostadi²

1) Master of Educational Psychology, Department of Psychology, Azerbaijan Lotus Wheel Higher Education Institute, Tabriz, Iran
2) Assistant Professor, Department of Psychology, Shabestar Branch, Islamic Azad University, Shabestar, Iran.

IOI Code : XDDC-FACED
Publication : 1th National Conference on Clinical Psychology of Children and Adolescents (cpcauma.ir)
Abstract :
    Abstract The aim of this study was to determine the effectiveness of mindfulness-based stress reduction training on academic self-regulation and assertiveness of female high school students in Jolfa.. The research design was quasi-experimental and pre-test-post-test with a control group. The statistical population included all female high school students in Jolfa city in the academic year of 1998-99. Using simple random sampling and after obtaining the consent of school officials and students, Savari and Arabzadeh academic self-regulatory questionnaires and Shrink expression scale were administered among students and among those in both questionnaires a standard deviation Below the mean score, 30 people were purposefully selected and randomly assigned to the experimental and control groups in equal proportions. The experimental group received training in the form of 8 sessions in the 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 has significantly led to increased academic self-regulation and assertiveness of female students (p <0.05). 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.

Keywords : reduce mindfulness based stress academic self regulation assertive