Iranian Journal of Educational Sociology
انجمن جامعه شناسی آموزش و پرورش ایران
Iranian Journal of Educational Sociology
Literature & Humanities
http://iase-idje.ir
1
admin
2645-3460
10.61186/ijes
en
jalali
1398
3
1
gregorian
2019
6
1
2
2
online
1
fulltext
fa
Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and academic achievement motivation of high school students
تخصصي
Special
پژوهشي
Research Article
<div style="text-align: justify;"><strong>Purpose</strong>: The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being, academic self-regulation and academic achievement motivation of second-grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuominen-Soini et al. Educational well-being Questionnaire (2012), Kanle and Royan Self-Regulatory Questionnaire (1987) and Abd Khodaie's Achievement Motivation Questionnaire (2008) were used.<br>
<strong>Methodology</strong>: This research was a semi-experimental design with a pre-test and post-test design with the control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education (8 sessions one and a half hours, weekly one session), and the second group was subjected to working memory training (20 Half-hour session, three sessions per week) and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables.<br>
<strong>Findings</strong>: The results showed that training mindfulness and working memory training increased academic well-being, self-regulation and academic achievement motivation in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training<span dir="RTL">.</span><br>
<strong>Conclusion: </strong>Training mindfulness is more effective in increasing academic well-being, academic self-regulation and academic achievement motivation</div>
Working memory training, Mindfulness education, Educational well-being, Educational self-regulation, academic Achievement motivation
100
111
http://iase-idje.ir/browse.php?a_code=A-10-108-3&slc_lang=fa&sid=1
Mehdi
Bargamadi
10031947532846004997
10031947532846004997
No
PhD student of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
Hossein
Mahdian
hossein3284@gmail.com
10031947532846004998
10031947532846004998
Yes
Assistant professor of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
Mohammad
Yamini
10031947532846004999
10031947532846004999
No
Assistant professor of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran