Morteza Omidian; Zahra Mehrabi; Alireza Hajiyakhchali
Abstract
The purpose of this study was to investigate the relation between mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’s Students. The statistical population were all undergraduate students of Shahid Chamran University of Ahvaz. ...
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The purpose of this study was to investigate the relation between mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’s Students. The statistical population were all undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 students who were studying in the academic year of 96-95. Samples were selected by simple random sampling. The Zimbardo and Boyd Time Perspective Questionnaire (1999), the Mindfulness Questionnaire (Bauer et al., 2006) and Hartre's Educational Motivation Questionnaire (1980) were used to measure the variables. The results of the path analysis showed that the mindfulness and future time were involved in predicting external and internal academic motivation, and the present fatalistic was only reciprocally related to external motivation. Results were discussed with respect to theories of motivation, mindfulness and time perspective. Mindfulness directly affects the internal and external motivation and helps improve motivation by improving mindfulness. Accordingly, it is difficult to distinguish relations with the time orientation due to the positive relationships between the two types of internal and external motivation. On the other hand, the prospect of future time orientation and focusing on increasing each motive is appropriate. But in order to improve external motivation, the present fatalistic time orientation must be reduced. In sum, the best prospect of time orientation to improving motivation is future time orientation.
روانشناسی یادگیری
Abolghasem Yaghoobi; Hossein Naderipour; mosaieb yarmohamadi vasel; Hossein Mohagheghi
Abstract
Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, ...
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Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, Need for Cognition and Psychological Capital in the students. Research method was descriptive-correlational. Statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2016-2017. Students 375 were selected by multiple cluster sampling method using Krejcie and Morgan table. The instruments for data gathering included, Mindful attention awareness scale (Brown & Ryan), Need for Cognition scale (Cacioppo, Petty & Kao), Ryff Psychological Well-being scale and Luthans Psychological Capital questionnaires. The data was analyzed with Pearson correlation and multivariate regression using. Results showed that Psychological Well-being had a significant positive correlation with Psychological Capital(R=0.730؛ P<0.001), Need for Cognition(R=0.505؛ P<0.001) and Mindfulness(R=0.382؛ P<0.001). Meanwhile Mindfulness, Psychological Capital and Need for Cognition predict 56% of Psychological Well-being variance. Given that Mindfulness, Need for Cognition and Psychological Capital variables were significant predictors of Psychological Well-being in students, creating and fortifying such capacities can promot Psychological Well-being of students.
روانشناسی یادگیری
leila zoghi; monir kaka; asgar choobdari
Abstract
Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness ...
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Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness in college students.The research method was descriptive correlational and structural equation model. Among the 1042 Girl and boy college students, who were studying in the academic year of 1396-97, based on Kokran formula,278 college students were selected by random sampling method.The tools used in this study were mindfulness questionnaire, perfectionism and test anxiety Questionnaire. Fitness of the proposed model was examined through structural equation modeling (SEM), using SPSS-18 and Lisrel software packages. Findings indicated the proposed model fit the data properly and mindfulness has mediating role in relation between perfectionism with Test anxiety. Therefore, it is suggested that attention be paid to the intermediate role of mind awareness in clinical interventions.
fatemeh khorrami; aliakbar saif; Ali Reza Kiamanesh; fariborz dortaj
Abstract
The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study ...
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The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.
ali sheykholeslami; fariborz dortaj; ali delavar; soghra ebrahimighavam
Volume 10, Issue 34 , January 2015, , Pages 94-109
Abstract
The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on procrastination of pre-university male students. The research method was experimental with pretest-posttest design with control group. The statistical population included all pre-university ...
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The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on procrastination of pre-university male students. The research method was experimental with pretest-posttest design with control group. The statistical population included all pre-university male students in shahryar city in the 2012-2013 academic year, that among them by using simple random sampling, 30 students with high score on procrastination questionnaire (one standard deviation above the mean group), were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulness-based stress reduction program training. Tuckman's procrastination questionnaire used to gather data. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis “ effect of mindfulness-based stress reduction program training on procrastination” had been proven, and students of experimental group in comparison with control group, in posttest had a significantly less procrastination. So, we can conclude that mindfulness-based stress reduction program training has a significant effect on reducing the procrastination of students.
