The Effectiveness of Mindfulness Techniques Training on Academic vitality by moderating roles of Student Social Achievement Goals

Document Type : Research Article

Authors

1 PhD Student, Faculty of Education Sciences and Psychology, University of Tabriz

2 Faculty member, Department of Psychology, Faculty of Education and Psychology, Tabriz University

3 Faculty member, Faculty of Education and Psychology, Tabriz University

Abstract

Objective: The purpose of present research was to investigate the effectiveness of Mindfulness Techniques Training on Academic vitality by Moderating roles of Student Social Achievement Goals.
Methods: This is an experimental study with pre-test, post-test and control group. 120 people of the Azarbaijan Shahid Madani University who were interested in participating in the research were selected and based on the scores of Social achievement goals Scale, they were placed in the experimental and control group. The experimental group received training in Mindfulness Techniques in 16 sessions of 60 minutes and within 2 months, while the control group did not receive any training. All subjects of the experimental and control group before and after the training were evaluated by using Academic vitality Questionnaire. Data were analyzed using one-variable covariance analysis method.
Results: The findings indicated that mindfulness techniques led to a significant improvement in the experimental group compared with the control group in the Academic vitality with the breakdown of Social achievement goals. Also, the results of post hoc test showed that there is a significant difference between the mean of Academic vitality of the experimental and control group in the sub-group of Social achievement goals. Social achievement goals were able to modify the effect of teaching mindfulness techniques on Academic vitality of the students.  
Conclusion: According the results, Academic vitality can be increased by employing mindfulness techniques as well as by considering the moderating role of the social achievement goals.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 12
August 2019
Pages 127-148

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