نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه علوم تربیتی و مشاوره، دانشگاه پیامنور، تهران، ایران.
2 دانش آموخته کارشناسی ارشد، گروه روانشناسی، دانشگاه پیامنور، تهران، ایران و مربی آموزش و پرورش جزیره کیش
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study Purposed to examine the effectiveness of mindfulness training on motivation, social competence, and academic help-seeking among male students with academic procrastination. The research employed a quasi-experimental design with a pretest–posttest and a control group. The statistical population included all male students studying in the first grade of Toheed Secondary School in Kish Island . Based on the inclusion and exclusion criteria, 30 students with academic procrastination were selected using a purposive sampling method and were randomly assigned to experimental and control groups (15 students in each). Data collection instruments included a researcher-made demographic checklist, the Hermans Achievement Motivation Questionnaire (short version adapted by Kadivar & Amini-Farmehini, 2014), the Social Competence Questionnaire (Zarei & Alipour, 2015), the Academic Help-Seeking Questionnaire (Aghaei & Mohammadi-Far, 2017), and the Academic Procrastination Questionnaire (Soltanifar & Gholamali Lavasani, 2016). The mindfulness training intervention, based on the adapted Kabat-Zinn (2003) protocol, was implemented in eight weekly sessions of 20 minutes each for the experimental group, while the control group received no intervention. Data were analyzed using descriptive statistics (mean, standard deviation, percentage, and frequency) and inferential statistics, including univariate and multivariate covariance analyses (ANCOVA and MANCOVA), with SPSS-26 software. Findings indicated that the mean scores of achievement motivation and social competence significantly increased in the experimental group compared to the control group after the intervention.. Accordingly, it can be concluded that mindfulness training, by focusing on moment-to-moment awareness, emotion regulation, and nonjudgmental acceptance, leads to simultaneous improvement in students’ motivational, social, and academic functioning.
کلیدواژهها [English]
)