Research code: 102248429715068942027162746134
Ethics code: IR.IAU.TABRIZ.REC.1402.459
Clinical trials code: IRCT20241123063817N1
1- Tabriz Azad Universiy
Abstract: (13 Views)
Background and Objective: Learning enthusiasm and academic self-efficacy are two key factors in enhancing the academic performance of students with learning and attention disorders. Accordingly, this study aimed to investigate the effectiveness of mindfulness-based training on the academic engagement and self-efficacy of elementary school girls with learning disabilities (LD) and attention disorders in Urmia, Iran.
Methods: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population included all female students with active records in Urmia’s learning disability centers during the 2023–2024 academic year. Using convenience sampling, 30 participants were selected and randomly assigned to either the experimental group (mindfulness training, n=15) or the control group (n=15). Data were collected using the Academic Engagement Questionnaire (Schaufeli et al., 2002) and the Academic Emotions Questionnaire (Pekrun et al., 2005). The intervention was conducted based on a standardized mindfulness protocol. Data were analyzed using multivariate and univariate analysis of covariance (ANCOVA) in SPSS-22, with a significance level of p < 0.05.
Results: The findings revealed that mindfulness-based training significantly improved academic engagement and self-efficacy in female students with learning and attention disorders (p < 0.001).
Conclusion: The results suggest that mindfulness-based interventions can effectively enhance motivational variables in students with learning and attention deficits. Thus, implementing this approach may help improve academic performance and reduce emotional difficulties in this student population.
Methods: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population included all female students with active records in Urmia’s learning disability centers during the 2023–2024 academic year. Using convenience sampling, 30 participants were selected and randomly assigned to either the experimental group (mindfulness training, n=15) or the control group (n=15). Data were collected using the Academic Engagement Questionnaire (Schaufeli et al., 2002) and the Academic Emotions Questionnaire (Pekrun et al., 2005). The intervention was conducted based on a standardized mindfulness protocol. Data were analyzed using multivariate and univariate analysis of covariance (ANCOVA) in SPSS-22, with a significance level of p < 0.05.
Results: The findings revealed that mindfulness-based training significantly improved academic engagement and self-efficacy in female students with learning and attention disorders (p < 0.001).
Conclusion: The results suggest that mindfulness-based interventions can effectively enhance motivational variables in students with learning and attention deficits. Thus, implementing this approach may help improve academic performance and reduce emotional difficulties in this student population.
Keywords: Mindfulness, Academic engagement, Academic self-efficacy, Learning disability (LD), Attention disorder
Type of Study: Original Research Article |
Subject:
Psychology
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