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

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

• mindfulness-based-stress reduction (mbsr)
• academic buoyancy
• academic self-regulation