The effect of mindfulness-based-stress reduction (MBSR) training on academic buoyancy and academic self-regulation in high shool students

Document Type : Scientific Articles

Authors

Abstract

The aim of the present research was to explore the effectiveness of the mindfulness – based – stress reduction (MBSR) training on academic buoyancy and academic self-regulation of students at risk of addiction. The research method was experimental of the pretest-posttest design with experimental and control groups. The statistical population was all high school girl students in the city of Rabor in Kerman province. 60 out of all the students were recruited using the multi cluster sampling method and within each cluster using the simple random sampling. The screening questionnaire of disposition toward addiction was conducted and the students were eventually placed in two experimental and control groups, 30 members in each group. The experimental group was exposed to eight two-hour sessions of Kabat-Zin’s method of mindfulness – based – stress reduction (MBSR) training. Both groups completed the academic buoyancy, the MSLQ academic self-regulation questionnaires, and the Freiburg mindfulness inventory (FMI) before and after instructions, as pre-test and post-test. The results of the covariance analysis reveal that the mindfulness-based-stress reduction (MBSR) training causes a significant change on mindfulness, academic buoyancy, and academic self-regulation of students at risk of addiction. The overall conclusion is that the mindfulness – based – stress reduction (MBSR) training is effective and has the capability of increasing girl students’ mindfulness, academic buoyancy, and academic self-regulation at risk of addiction.

Keywords

References

15.Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and Practice, 10(2), 125-143. Doi: 10.1093/clipsy.bpg015.
16.Bergen-Cico, D. & Razza, R. (2014,October 3-4). Fostering self-regulation through mindfulness based practices. Paper presented at
the Annual Youth Development Conference NYS Youth Bureaus. Syracuse, N.Y.
17.Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology, 84(4), 822. Doi: 10.1037/0022-3514.84.4.822
18.Brausch, B., D. (2011). The role of mindfulness in academic stress, self efficacy, and achievement in college students. PhD Dissertation, Eastern Illinois University.
19.Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31(1), 23-33. Doi: 10.1007/s10865-007-9130-7
20.Cook, D. A., Thompson, W. G., & Thomas, K. G. (2011). The motivated strategies for learning questionnaire: score validity among medicine residents. Medical education, 45(12), 1230-1240.Doi: 10.1111/j.1365-2923.2011.04077.x
21.Garland, E. L., Schwarz, N. R., Kelly, A., Whitt, A., & Howard, M. O. (2012). Mindfulness-oriented recovery enhancement for alcohol dependence: Therapeutic mechanisms and intervention acceptability. Journal of social work practice in the addictions, 12(3), 242-263. Doi: 10.1080/1533256X.2012.702638
22.Gonzalez, R., & Padilla, A. M. (1997). The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral Sciences, 19(3), 301-317. Doi: 10.1177/07399863970193004
23.Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie Canadienne, 49(3), 233. Doi: 10.1037/a0012758
24.Howell, A. J., Digdon, N. L., & Buro, K. (2010). Mindfulness predicts sleep-related self-regulation and well-being. Personality and Individual Differences, 48(4), 419-424. Doi: 10.1016/j.paid.2009.11.009
25.Junkin, S. E. (2007). Yoga and self-esteem: exploring change in middle-aged women (Doctoral dissertation). Saskatoon, Canada: University of Saskatchewan.
26.Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10(2), 144-156. Doi: 10.1093/clipsy.bpg016
27.Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. Doi: 10.1002/pits.20149
28.Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.Doi: 10.1016/j.jsp.2007.01.002
29.Morone, N. E., Lynch, C. S., Greco, C. M., Tindle, H. A., & Weiner, D. K. (2008). “I felt like a new person.” The effects of mindfulness meditation on older adults with chronic pain: qualitative narrative analysis of diary entries. The Journal of Pain, 9(9), 841-848. Doi: 10.1016/j.jpain.2008.04.003
30.Ostafin, B. D., Robinson, M. D., & Meier, B. P. (Eds.). (2015). Handbook of mindfulness and self-regulation. Springer, Netherlands: Springer.
31.Paterniti, A. (2007). Comparing the efficacy of a mindfulness-based programto a skillstraining program in the treatment of test anxiety. UnpublishedDoctoral Dissertation, Island, England: University of Island.
32.Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich & M. Zeindner (Eds). Handbook of self-regulation, 451, 451-502. New York: Academic Press. Doi: 10.1016/B978-012109890-2/50043-3
33.Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667. Doi: 10.1037/0022-0663.95.4.667
34.Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
35.Ramasubramanian, S. (2017) Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach. International Journal of Adolescence and Youth, 22, 3, 308-321. Doi: 10.1080/02673843.2016.1175361
36.Schreiner, I., & Malcolm, J. P. (2008). The benefits of mindfulness meditation: Changes in emotional states of depression, anxiety, and stress. Behaviour Change, 25(3), 156-168. Doi: 10.1375/bech.25.3.156
37.Siegel, R. D. (2010). The mindfulness solution: Everyday practices for everyday problems. New York: Guilford Press.
38.Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386. Doi: 10.1002/jclp.20237
39.van Berkel, J., Proper, K. I., Boot, C. R. L., Bongers, P. M., & van der Beek, A. J. (2011). Mindful “vitality in practice”: An intervention to improve the work engagement and energy balance among workers; the
development and design of the randomised controlled trial. BMC Public Health, 11, 2-12.
40.Visser, P. L., Hirsch, J. K., Brown, K. W., Ryan, R., & Moynihan, J. A. (2015). Components of sleep quality as mediators of the relation between mindfulness and subjective vitality among older adults. Mindfulness, 6(4), 723-731. Doi 10.1007/s12671-014-0311-5
41.Wayman, J. C. (2002). The utility of educational resilience for studying degree attainment in school dropouts. The Journal of Educational Research, 95(3), 167-178. Doi: 10.1080/00220670209596587
42.Wupperman, P., Marlatt, G. A., Cunningham, A., Bowen, S., Berking, M., Mulvihill‐Rivera, N., & Easton, C. (2012). Mindfulness and modification therapy for behavioral dysregulation: Results from a pilot study targeting alcohol use and aggression in women. Journal of Clinical Psychology, 68(1), 50-66. Doi: 10.1002/jclp.20830
43.Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217-221. Doi: 10.1207/s15326985ep3004_8.
44.Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. Doi: 10.3102/0002831207312909
45.Zimmerman, B. J., & Schunk, D.H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd Ed.). Mahwah, NJ: Erlbaum.

Files

Share

How to cite

Statistics