Comparison of the effectiveness of working memory and mindfulness training on educational well-being high school students

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being second grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuminnin-Sweeney et al. Educational well-being Questionnaire (2012) used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education and the second group was subjected to working memory training and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables. The results showed that mindfulness training increased academic well-being in students. Also, working memory training can increase academic well-being in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training, and training mindfulness is more effective in increasing academic well-being.