Effectiveness of mindfulness training on components of Students' academic optimism (social confidence, academic emphasis and identity sense)

Present study aimed to determine the effectiveness of mindfulness training on components of students' academic optimism (social confidence, academic emphasis and identity sense). This research was quasi-experimental with a pretest-posttest design with experimental and control groups. Research population was eight grade students in one district of Tehran city in 2016-17 academic years. Totally 40 people were selected by random cluster sampling method and assigned in two equal experimental and control groups. Experimental group trained 8 sessions of 75 minutes the mindfulness program and the control group received no training. Research tool was academic optimism (Tschannen-Moran and et al, 2013). Data were analyzed by tests of t and multivariate analysis of covariance in SPSS version 20 software. The findings showed that in the pretest the experimental and control groups there was no significant difference in terms of components of academic optimism means social confidence, academic emphasis and identity sense (P>0/05), but in the posttest there was significant difference in terms of components of academic optimism (P<0/001). That's it mindfulness training led to increase components of academic optimism means social confidence, academic emphasis and identity (P<0/001). Based on the results, it can be said that mindfulness training led to increases students' academic optimism and its components.