The Effectiveness of Mindfulness-Based Stress Reduction Training on Sustained Attention and Academic Boredom

Document Type : Research Article

Authors

1 Graduate Student of Educational Psychology, Department of Psychology, Shahid Bahonar University of Kerman

2 Head of Psychology Department, Shahid Bahonar University of Kerman

3 Assistant professor of Educational Psychology, Shahid Bahonar University of Kerman

Abstract

Objectives: The aim of this study was to investigate the effectiveness of MBSR training on the sustained attention and academic boredom of students. 
Method: The method was semi-experimental and the employed design was pretest and posttest with intervention and control groups. The research population consisted of undergraduate female undergraduate students studying and residing at Shahid Bahonar University of Kerman dormitories in 2005-2006. Among them, 55 individuals were screened by Delavarepour’s Academic Boredom Questionnaire and they are divided into two groups of intervention and control. To reach this sample, about 400 people in the dormitory filled out the questionnaire. Both the groups conducted the Delavapour’s Academic Boredom, and the Freiburg Mindfulness questionnaires, plus the Continuous Performance Test before and after the intervention. The intervention group participated in the 8 weeks MBSR sessions.
Results: Data are analyzed using ANCOVA and the results indicated that MBSR had a significant effect on reducing individuals ‘academic boredom, increasing sustained attention as well as increasing mindfulness.
Conclusion: MBSR treatment interventions can be used as an effective method for the students with academic boredom and sustained attention problems.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 6, Issue 10
August 2018
Pages 77-93

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