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

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Naghizadeh Alamdari M.; Smkhani Akbarinejhad H.

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Journal: Community Health Journal Year:2021 | Volume:14 | Issue:2 Page(s): 59-68

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Information Journal Paper

Title

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

Author(s)

Naghizadeh Alamdari M. | Smkhani Akbarinejhad H. | Issue Writer Certificate

Keywords

Mindfulness-based StQ1

ressQ1

Reduction TrainingQ1

Assertiveness Academic BoredomQ3

StudentQ3

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.

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APA: Copy

Naghizadeh Alamdari, M., & Smkhani Akbarinejhad, H.. (2021). Effectiveness of Mindfulness-based Stress Reduction Training on Assertiveness & Academic Boredom of Female High School Students. COMMUNITY HEALTH JOURNAL, 15(2 ), 59-68. SID. https://sid.ir/paper/413175/en

Vancouver: Copy

Naghizadeh Alamdari M., Smkhani Akbarinejhad H.. Effectiveness of Mindfulness-based Stress Reduction Training on Assertiveness & Academic Boredom of Female High School Students. COMMUNITY HEALTH JOURNAL[Internet]. 2021;15(2 ):59-68. Available from: https://sid.ir/paper/413175/en

IEEE: Copy

M. Naghizadeh Alamdari, and H. Smkhani Akbarinejhad, “Effectiveness of Mindfulness-based Stress Reduction Training on Assertiveness & Academic Boredom of Female High School Students,” COMMUNITY HEALTH JOURNAL, vol. 15, no. 2 , pp. 59–68, 2021, [Online]. Available: https://sid.ir/paper/413175/en

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