Mindfulness-based cognitive training on student's psychological well-being dimensions

The main objective of this study was considering the influence of mindfulness-based cognitive training on students’ psychological well-being dimensions. The method was progressed with the quasi-experimental design and pre-test & post-test with control group. The population was chosen randomly from all pre-university girl students who were educating in third district of Karaj from 2015 to 2016. This sample included 30 pre-university girl students of the two schools who had obtained low scores (less than 36) on pre-tests of psychological well-being. Then the selected population was randomly divided into experimental group and control group with 15 participants. The experimental group received the mindfulness-based cognitive therapy on psychological well-being lessons through eight 90 minutes sessions, while the control group had no training. The questionnaire was belonged to Reef psychological well-being. In order to analyze the data, multivariate variance was used. After omitting the influence of pre-test in every micro-scale of acceptance, positive relationships with others, autonomy, dominance on environment, realization of purpose in life, personal growth and psychological well-being, Between-group data analysis of co-variance showed that Mindfulness-based cognitive therapy based on awakening of the mind has meaningfully increased psychological well-being and its dimensions. The results of this analysis show that cognitive training has been highly impressive by individual factors especially cognitive and emotional states and results in the empowerment of individuals in immediate recognition and admission of the environment and emotions, personal growth, positive relationships with others and realization of purpose in life.