problem–solving ability

The current paper examined the relationship between Problem-Solving Ability (PSA) and Quality of Life (QoL) in the mothers of children with Autism Spectrum Disorder (AS).

This was a descriptive and correlational study. The study population consisted of the mothers of children with AS in Isfahan City, Iran. The required sample was selected from one autism center (out of three) using a convenience sampling method. Then, a sample of 150 mothers was randomly selected. Accordingly, they completed the 12-item Quality of Life and the 35- item Problem-Solving Inventory (PSI). The obtained data were analyzed using the Pearson correlation coefficient and stepwise regression analysis.

The present research results suggested a significant relationship between PSA and QoL (r=0.696, P<0.01). Moreover, there was a significant relationship between the dimensions of the PSA (self-confidence in PSA; r=0.560, P<0.01), avoidant attachment to PSA style (r=0.241, P<0.01), self-control (r=0.307, P<0.01), and QoL. Regression analysis data also indicated that QoL was predicted by self-confidence in PSA (P<0.01), avoidant attachment to PSA style (P<0.01), and self-control (P<0.01), and self-confidence in PS, as the most powerful predictor of QoL.

The PSA is correlated with QoL, and PSA dimensions, including self-confidence in PS, avoidant attachment to PSA style, and self-control.

Entrance to a university is associated with a range of stressful academic, cognitive and emotional resources, and students may be frustrated and conflicted when experiencing these pressures as well as they may exhibit a range of psychological responses.

This study aimed at designing an educational program for mindfulness and its effectiveness in students’ cognitive, emotional, and educational processes.

The study was conducted by descriptive-correlational method among third-year medical students of Tehran University of Medical Sciences in 2017 - 18. The statistical population included 250 people. The sample size was determined at 30 patients by power analysis method for conducting a quasi-experimental intervention with two 1.5-month and 3-month follow-up. Data collection tools included Bauer’s mindfulness questionnaire (2006), Cassidy and Long’s Scale of Problem-Solving (1996), Maslach burnout inventory (2002), Dillon and Grout academic alienation scale (1976), and Grant and Langford self-reflection and insight scale (2002). Cronbach’s alpha coefficients of tools in this study were 0.75 for Bauer’s questionnaire, 0.70 for Cassidy and Long’s scale, 0.70 for Maslach, 0.73 for Grant and Langford, and 0.71 for Dillon and Grout. The intervention program was designed based on the Roeser and Schunert-Reichl (2016) mindfulness program. The face validity of the program was assessed by Fortalza Tool (2017) and a pilot study was carried out. Results (P < 0.01) were significant, indicating the acceptance of the designed package. Descriptive statistics and homogeneity tests, analysis of variance (ANOVA) and repeated measures multivariate analysis were performed with SPSS 23 software for statistical investigation.

The findings showed that at P < 0.01, mindfulness training program had a significant positive effect on all components of problem-solving ability and academic alienation. Mindfulness do not affect the environmentalism of emotional mindfulness (P < 0.05) and the pessimism component of academic burnout (P < 0.05). In all of the components, the sphericity assumption of the spatial distribution and the Levin test and the normal distribution were observed.

Mindfulness education program can affect students’ cognitive and emotional processes and can be effective in reducing educational problems such as academic burnout and academic alienation, meanwhile, in increasing problem-solving and emotional mindfulness. It is recommended that this educational program should be implemented for new students of the universities.