The effectiveness of mindfulness-based education on students' social cognition and psychological disturbance

Document Type : Original Article

Authors

1 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

2 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

Abstract

Introduction: The purpose of this study was to investigate the effectiveness of mindfulness-based education on social cognition and psychological disturbance of student.
Method: The method of the current research was quasi-experimental with two control and experimental groups with a pre-test and post-test design. The statistical population of the research was the 6th grade students of the elementary school of Agh Qola city. The participants were 40 second grade students who were selected by random sampling. They were divided into two control (n=20) and experimental (n=20) groups. All of them completed questionnaires of social cognition (Najati et al., 2017) and psychological disturbance (Lowinda, 1995(. The hypotheses were analyzed with covariance analysis model.
Findings: The findings showed the effect of mindfulness-based training on self-knowledge (0.79), mind reading (0.84), understanding the educational environment (0.69), detection of educational threats (0.77), depression (0.71), Anxiety (0.74) and stress (0.70) were significant.
Conclusion: According to the findings, it can be stated that the improvement of social cognition and psychological disturbance requires attention to mindfulness. The practical implications of the findings are discussed.

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History

  • Receive Date: 30 November 2024
  • Revise Date: 18 January 2025
  • Accept Date: 20 January 2025

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