1- Masters Student, Department of Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Faculty of Literature, Humanities and Social, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Faculty of Literature, Humanities and Social, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract: (1119 Views)
Background & Objective: Students are the most dynamic part of any society and mental health is one of their most important issues because it provides the ground for their optimal performance. Going to university leads to major changes in a personchr('39')s life and is a very sensitive period because being in such a situation is often accompanied by stress and anxiety and these emotions can affect peoplechr('39')s mental health. Due to the high importance of mental health in different sections of society and the pivotal role of psychology students in this regard, promoting their mental health can be effective in promoting mental health in society. Mental health requires self-acceptance and positive interaction with others, and mindfulness is one of the factors affecting self-acceptance and positive interaction with others. Mindfulness, which in recent years has attracted the attention of psychologists, psychotherapists and researchers, means moment-by-moment awareness of thoughts, feelings, behaviors and the environment, and cognitive therapy based on mindfulness elements of cognitive therapy and Integrates mindfulness-based transcendental meditation exercises with the goal of expanding awareness of disturbing thoughts and feelings, as well as the ability to get rid of them without any compensatory action to change, replace, or correct them. 5). Mindfulness-based interventions, which are considered as one of the third wave cognitive-behavioral therapies, emphasize flexible attention, openness and curiosity. This definition of mindfulness makes three important points; The first is that mindfulness is a process of consciousness rather than thinking, the second is that mindfulness involves an attitude of openness and curiosity, and the third is that mindfulness involves flexibility. Mindful people perceive internal and external realities freely and without distortion and have a great ability to face a wide range of thoughts, emotions and experiences. There has been a lot of research on mindfulness that shows the beneficial effects of this approach in the treatment of various psychological problems and mental health factors. Resilience as an ability to confront difficult situations and a flexible response to pressures of daily life is among the example of mental health. Emotional intelligence, on the other hand, is one of the psychological characteristics of an individual that includes a set of emotions and abilities that increase a personchr('39')s ability to cope and control and cause proper functioning in the areas of self-awareness. Social awareness, relationship management and self-management. In other words, emotional intelligence is a tool for recognizing, using and controlling emotions in oneself and others. The results of research emphasize the importance of the mediating role of emotional intelligence in the relationship between mindfulness and psychological characteristics of individuals, so that emotional intelligence can lead to increased mindfulness and increased capacity. Be psychological and consequently manage behavior in social interactions. Students form the most dynamic strata of any society, and mental health is one of their most important issues because it provides the ground for optimal performance. This study aimed at investigating the effectiveness of mindfulness on resiliency by moderating role of emotional intelligence.
Methods: The research was applied research and research method was quasi experimental with pretest-posttest design and control group and 3 months of follow up stage. The statistical population of the study consisted of students of psychology who were studying in the academic year of 2019-2020 in Islamic Azad University of Science Research Branch Tehran. Data was collected using Bar-on emotional quotient inventory (1980) and a total number of 60 students with emotional quotient less than and more than 3 standard deviations below mean, were purposively selected and randomly assigned to experimental and control groups (30 students in each group). Before the intervention, the experimental group completed acceptance and action questionnaire (CD-RSIC) made by Conner and Davidson (2003). Then the experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. After the mindfulness treatment, resiliency of the control and experimental group students were measured again (Immediately and 3 months later). Data were analyzed using variance analysis with repeated measures approach through SPSS 26.
Results: The findings showed that mindfulness led to significant increase in scores of resiliency of students with low and high emotional intelligence in the experimental group compared to the control group (Immediately and 3 months later (P<0.001)).
Conclusions: Therefore, mindfulness training can play an effective role in improving resiliency of students with low and high emotional intelligence.
Methods: The research was applied research and research method was quasi experimental with pretest-posttest design and control group and 3 months of follow up stage. The statistical population of the study consisted of students of psychology who were studying in the academic year of 2019-2020 in Islamic Azad University of Science Research Branch Tehran. Data was collected using Bar-on emotional quotient inventory (1980) and a total number of 60 students with emotional quotient less than and more than 3 standard deviations below mean, were purposively selected and randomly assigned to experimental and control groups (30 students in each group). Before the intervention, the experimental group completed acceptance and action questionnaire (CD-RSIC) made by Conner and Davidson (2003). Then the experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. After the mindfulness treatment, resiliency of the control and experimental group students were measured again (Immediately and 3 months later). Data were analyzed using variance analysis with repeated measures approach through SPSS 26.
Results: The findings showed that mindfulness led to significant increase in scores of resiliency of students with low and high emotional intelligence in the experimental group compared to the control group (Immediately and 3 months later (P<0.001)).
Conclusions: Therefore, mindfulness training can play an effective role in improving resiliency of students with low and high emotional intelligence.
Type of Study: Original Research Article |
Subject:
Psychology
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