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Azizmohammadi, Sanaz, Khastan, Maryam, Raeis Saadi, Raeis Hasan. (1404). Effectiveness of mindfulness-based education intervention on emotional competence and school belonging in high school students. نشریه علمی دانشگاه سیستان و بلوچستان, 1(3), 24-31. doi: 10.22111/ijaer.2025.52109.1017
Sanaz Azizmohammadi; Maryam Khastan; Raeis Hasan Raeis Saadi. "Effectiveness of mindfulness-based education intervention on emotional competence and school belonging in high school students". نشریه علمی دانشگاه سیستان و بلوچستان, 1, 3, 1404, 24-31. doi: 10.22111/ijaer.2025.52109.1017
Azizmohammadi, Sanaz, Khastan, Maryam, Raeis Saadi, Raeis Hasan. (1404). 'Effectiveness of mindfulness-based education intervention on emotional competence and school belonging in high school students', نشریه علمی دانشگاه سیستان و بلوچستان, 1(3), pp. 24-31. doi: 10.22111/ijaer.2025.52109.1017
Azizmohammadi, Sanaz, Khastan, Maryam, Raeis Saadi, Raeis Hasan. Effectiveness of mindfulness-based education intervention on emotional competence and school belonging in high school students. نشریه علمی دانشگاه سیستان و بلوچستان, 1404; 1(3): 24-31. doi: 10.22111/ijaer.2025.52109.1017

Effectiveness of mindfulness-based education intervention on emotional competence and school belonging in high school students

Iranian Journal of Applied Educational Research
دوره 1، شماره 3، آذر 2025، صفحه 24-31    اصل مقاله (473.92 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22111/ijaer.2025.52109.1017
نویسندگان
Sanaz Azizmohammadi* 1؛ Maryam Khastan1؛ Raeis Hasan Raeis Saadi2
1PhD in Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran
2PhD in Educational Psychology. Lecturer at University of Hormozgan
چکیده
This study investigated the effectiveness of a mindfulness-based education intervention on enhancing emotional competence and school belonging among high school students. A quasi-experimental pretest-posttest control group design was employed with a sample of 30 students (15 experimental, 15 control) from a public high school in Iran. The intervention group participated in an 8-week mindfulness training program integrated into their school schedule, while the control group received no such intervention. Standardized scales were used to measure emotional competence and school belonging before and after the intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant improvements in both emotional competence and school belonging for the experimental group compared to the control group (p < 0.05), demonstrating the positive impact of mindfulness practices on students’ emotional and social well-being. The findings are consistent with previous research suggesting that mindfulness fosters emotional regulation, empathy, and a greater sense of connectedness in school settings. This study highlights the value of incorporating mindfulness into educational programs to support students’ psychological and social development. It suggests the potential of mindfulness-based interventions to improve learning environments and recommends further longitudinal and large-scale research to validate and expand upon these findings.
کلیدواژه‌ها
Mindfulness-based education intervention؛ Emotional competence؛ School belonging؛ High school students
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تعداد مشاهده مقاله: 93
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