The purpose of this study was to compare the effectiveness of mindfulness training and social-emotional learning on increasing positive orientation toward school. The research method was quasi-experimental design with pre-test, post-test with experimental group and control group and one-month follow-up. The population included all female students in the first grade of high school in the academic year 2016-2017. 339 students completed a researcher-made questionnaire with a positive attitude towards school and among whom 45 subjects were selected and were assigned into the experimental groups and a control group. The first experimental group received 16 sessions of combined training. The second experimental received 8 sessions of mindfulness training. The two-way mixed design (ANOVA) was used in order to analyze the data. The results indicated that social emotional learning compared with mindfulness training and control group resulted in improved school satisfaction and attitude toward classmates (p < 0.01), but there was no difference in the sense of belonging to the school and educational effort, and their effects continued over time.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
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