Effectiveness of mindfulness-based group therapy approach on academic self-efficacy, achievement motivation and stress coping strategies in students

Document Type : Original Article

Authors

1 Assistant Professor, Department of Clinical Psychology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Assistant Professor, Department of Public Health, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

Abstract

The aim of this study was to determine the effectiveness of mindfulness-based group therapy on academic self-efficacy, achievement motivation and stress coping strategies in middle-school female students Sarpol-e Zahab city.The present study was a quasi-experimental pre-test-post-test study with a control group that was conducted in 2019 in Sarpol-e Zahab. The sampling method was a cluster and the number of samples in the intervention and control groups was 40 (20 people in each group). The intervention group received mindfulness-based group therapy during eight sessions (each 60- 90-minute session). Data were collected at two times, before and immediately after the intervention using standard questionnaires of achievement motivation, Morgan-Jinks Student Efficacy Scale and coping strategies of stress. Data were analyzed by independent t-test, paired t-test and chi-square test using SPSS 16 software and a significance level of 5%. The results showed that mindfulness-based group therapy improved the scores of academic self-efficacy, achievement motivation and stress coping strategies in the students of the intervention group compared with the control group (p<0/001). It is suggested that such interventions be introduced as an important tool for psychologists and counselors in the field of education.

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History

  • Receive Date: 29 January 2022
  • Revise Date: 16 February 2022
  • Accept Date: 04 March 2022

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