Effectiveness of Mindfulness-based Stress Reduction Training on Assertiveness & Academic Boredom of Female High School Students

Document Type : Original Article

Authors

1 MSc, Dept of Educational Psychology, University of Charkhe Niloufari Azarbaijan, Tabriz, Iran.

2 Lecturer, Dept of Psychology, Nabi Akram University, Tabriz, Iran. (Corresponding Author)

10.22123/chj.2021.259434.1625

Abstract

Introduction: Given that students are the future makers of the country, their educational and training problems should be considered in order to be improved by psychological interventions. Thus, this study aims to determine the effectiveness of mindfulness-based stress reduction training on assertiveness and academic boredom of female high school students.
Materials and Methods:  This study was semi-experimental with pre-test, post-test, and follow-up with the control group. The study population consisted of 895 female students of the first-grade secondary school in Jolfa city in the academic year of 2019-2020. In total, 30 people, according to the inclusion and exclusion criteria, were selected using the purposive sampling method and randomly divided into two groups. Both experimental groups received their treatment in 8 sessions of 1.5 hours; however, the control group did not receive any training. Measuring instruments were Gambrill and Richey's assertiveness and academic boredom questionnaire. The findings were analyzed using ANOVA with repeated measures.
Results: The mean variables of assertiveness and academic boredom of the experimental group in the pre-test were 118.80±12/61 and 67.13±10/98, respectively. Additionally, the mean variables of assertiveness and academic boredom in the control group were 119.20±11/85 and 70.80±13/71, respectively. The results showed that in the post-test, the assertiveness score of the experimental group (109.07±11/70) improved compared to the control group (119.13±11/88) (p<0.001); also, the academic boredom score of the experimental group (57.93±10/75), compared to the control (70/67±13/89), decreased (p<0.001). The results further showed that in the follow-up phase, the effect of mindfulness-based stress reduction training on assertiveness (109.53±11/85) and academic boredom (58.80±10/33) was lasting (p<0.001).
Conclusion: According to the obtained results, mindfulness-based stress reduction training can be used as an effective strategy to increase assertiveness and reduce academic boredom in students.



 



 

Keywords

References

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Community Health Journal
Volume 15, Issue 2 - Serial Number 48
September 2021
Pages 59-68

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