1- Islamic Azad Univesity E-Campus, Tehran, Iran. Email: nedaamajlesi@gmail.com
2- Islamic Azad Univesity E-Campus, Tehran, Iran. Email: mohammadrezagharedaghi453@gmail.com
3- North Tehran Azad University, Tehran, Iran. Email: n.ghasemzadeh76@gmail.com
4- Shahid Chamran University of Ahvaz, Ahvaz, Iran. Email: m.poordel@scu.ac.ir
2- Islamic Azad Univesity E-Campus, Tehran, Iran. Email: mohammadrezagharedaghi453@gmail.com
3- North Tehran Azad University, Tehran, Iran. Email: n.ghasemzadeh76@gmail.com
4- Shahid Chamran University of Ahvaz, Ahvaz, Iran. Email: m.poordel@scu.ac.ir
Abstract: (357 Views)
Background & Objectives: In today's era, the most important concern of the educational system is to create a suitable platform for effective and sustainable learning through education. Because education helps students to expand and improve their lifestyle. Therefore, one of the important factors that can promote a positive educational environment among students is academic progress, which can be influenced by many factors, such as students' tendencies, standards, and persistence in school activities. On the other hand, academic progress is certainly one of the most important psychological concepts in education, which plays a special role in the energy, direction, stability and activation of students, and it will be important to investigate the effective and related factors. In the past decades, teachers and researchers in the field of education and training have tried to identify the background factors that cause the success and failure of learners and stated that success cannot be attributed to one factor, but factors Countless people are involved in it, among these factors are academic motivation and academic meaning. Therefore, the present study was conducted with the purpose of this study to investigate the effectiveness of teaching mindfulness-based techniques on academic motivation and academic meaning in students with poor academic progress.
Methods: The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of the current study included all students of the 11th grade of the second high school in Tehran in the academic year of 2020-2021. The statistical sample was 40 students with low academic achievement who were randomly assigned to two experimental (20 people) and control (20 people) groups. Because for experimental and causal-comparative research, a sample size of at least fifteen people in each group is recommended. To collect data, they received the academic motivation questionnaire of Ali and McInerney (2006) and the meaning of education questionnaire of Henderson-King and Smith (2006). The participants of the experimental group received 8 sessions of mindfulness techniques (Kabatzin, 2003). The data were analyzed using SPSS-22 multivariate analysis of covariance statistical method. The significance level of the tests was considered 0.05.
Results: The participants of this research were 40 students with poor academic progress. The results of covariance analysis showed that, after removing the pre-test effect, mindfulness-based techniques are effective in increasing students' academic motivation and academic meaning (P<0.001). In other words, according to the eta square, the average increase of each of the variables of academic motivation and academic meaning was 48% and 19%, respectively, affected by the intervention with the training of mindfulness-based techniques.
Conclusion: The results showed that mindfulness-based techniques were effective on academic motivation and academic meaning in students with poor academic progress. In mindfulness training, the emphasis is on the experiences of the present and a non-judgmental attitude on thoughts, feelings and behaviors. During the practice, the student learns to focus his attention on the present moment from involuntary thoughts that cause the mind to wander, and the ability to recognize when the mind wanders to distractions is a key skill taught during mindfulness practice. . In fact, with mindfulness exercises, he learns to focus on the present time when studying, as soon as he is distracted, which is one of the effective obstacles to learning, and gradually increases his concentration. The results of the studies also show that in the process of mindfulness exercises, the concentration of a person increases from a low level to a high level; Therefore, increasing concentration while studying leads to increasing self-awareness in students, increasing the quality of studying and learning, which results in an increase in academic motivation. Mindfulness method, due to the mechanisms hidden in it, such as acceptance, increasing awareness, desensitization, being present in the moment and observation without judgment and confrontation, due to the effect on these processes, is effective in increasing the meaning of education, and on the other hand, the effectiveness of treatment in Keeps for a long time. The desired goal of the program of techniques based on the presence of mind is to cultivate a stable and non-reactive awareness about internal experiences (such as cognitive, emotional and sensory) and external experiences of a person (such as social and environmental). In this way, instead of suppressing or rejecting his painful and negative thoughts and feelings, he just observes them and allows them to be as they are.
Methods: The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of the current study included all students of the 11th grade of the second high school in Tehran in the academic year of 2020-2021. The statistical sample was 40 students with low academic achievement who were randomly assigned to two experimental (20 people) and control (20 people) groups. Because for experimental and causal-comparative research, a sample size of at least fifteen people in each group is recommended. To collect data, they received the academic motivation questionnaire of Ali and McInerney (2006) and the meaning of education questionnaire of Henderson-King and Smith (2006). The participants of the experimental group received 8 sessions of mindfulness techniques (Kabatzin, 2003). The data were analyzed using SPSS-22 multivariate analysis of covariance statistical method. The significance level of the tests was considered 0.05.
Results: The participants of this research were 40 students with poor academic progress. The results of covariance analysis showed that, after removing the pre-test effect, mindfulness-based techniques are effective in increasing students' academic motivation and academic meaning (P<0.001). In other words, according to the eta square, the average increase of each of the variables of academic motivation and academic meaning was 48% and 19%, respectively, affected by the intervention with the training of mindfulness-based techniques.
Conclusion: The results showed that mindfulness-based techniques were effective on academic motivation and academic meaning in students with poor academic progress. In mindfulness training, the emphasis is on the experiences of the present and a non-judgmental attitude on thoughts, feelings and behaviors. During the practice, the student learns to focus his attention on the present moment from involuntary thoughts that cause the mind to wander, and the ability to recognize when the mind wanders to distractions is a key skill taught during mindfulness practice. . In fact, with mindfulness exercises, he learns to focus on the present time when studying, as soon as he is distracted, which is one of the effective obstacles to learning, and gradually increases his concentration. The results of the studies also show that in the process of mindfulness exercises, the concentration of a person increases from a low level to a high level; Therefore, increasing concentration while studying leads to increasing self-awareness in students, increasing the quality of studying and learning, which results in an increase in academic motivation. Mindfulness method, due to the mechanisms hidden in it, such as acceptance, increasing awareness, desensitization, being present in the moment and observation without judgment and confrontation, due to the effect on these processes, is effective in increasing the meaning of education, and on the other hand, the effectiveness of treatment in Keeps for a long time. The desired goal of the program of techniques based on the presence of mind is to cultivate a stable and non-reactive awareness about internal experiences (such as cognitive, emotional and sensory) and external experiences of a person (such as social and environmental). In this way, instead of suppressing or rejecting his painful and negative thoughts and feelings, he just observes them and allows them to be as they are.
Type of Study: Original Research Article |
Subject:
Counseling
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