Volume 1, Issue 4 (8-2017)                   Iranian Journal of Educational Sociology 2017, 1(4): 1-11 | Back to browse issues page

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Ghorbannejad A, Mohammad pour M, Soleimanian A A. The effectiveness of mindfulness training method on male students’ self-efficacy and intelligence beliefs. Iranian Journal of Educational Sociology. 2017; 1 (4) :1-11
URL: http://iase-idje.ir/article-1-81-en.html
1- PhD student of Educational Psychology, Islamic Azad University, Bojnord, Iran.
2- Assistant Professor of Educational Psychology, Department of Psychology, Quchan Branch, Islamic Azad University, Iran.
3- Assistant Professor of Counseling, Counseling Department, University of Bojnord, Bojnord, Iran.
Abstract:   (1943 Views)
Purpose: The present study aimed to discuss the effectiveness of mindfulness training method on male students’ self-efficacy and intelligence beliefs. Methodology: The present study method of data collection was  descriptive and  correlational method. The statestical population consists of all male students in secondary schools of Qouchan city in academic year of 96-97. The studied sample includes 30 members , who were selected from the intended population employing multicluster sampling method and were randomly substituted in a experimental group (15 members) and  control group (15 members). Findings: The results indicated that mindfulness training influenced male students’ self-efficacy and intelligence beliefs. Descriptive results indicated that the average scores of pretest and posttest for variables of self-efficacy and intelligence beliefs was not different. Also the results of effect tests among subjects which were conducted by covariance method, indicated that scores of intelligence beliefs and self-efficacy in test group was higher than control group. Discussion: It deserves that teachers and educators provide more and better opportunities for learning, by preparing appropriate conditions for self-efficacy growth and extrinsic intelligence beliefs increase, by mindfulness training method.
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Type of Study: Research | Subject: Special
Received: 2017/04/22 | Accepted: 2017/06/26 | Published: 2017/08/2

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