The effectiveness of mindfulness-based cognitive education on the quality of attention of first grade high school students in Lordegan

The aim of this study was to investigate the effect of mindfulness-based cognitive education (MBCT) on the quality of attention of junior high school students. In a quasi-experimental research project, out of 2,500 high school students in Lordegan, 126 were randomly selected and after completing the Attention Quality Questionnaire, 40 of them received the lowest scores and were randomly divided into two experimental groups. Controls (20 people in each group) were assigned. The experimental group then received 60 minutes of cognitive training based on mindfulness in 12 sessions. Subjects completed the Attention Quality Scale during the pre-test, post-test, and 2-month follow-up stages (Brickenkamp, ​​2002). The results showed that in the pre-test stage there was no significant difference between the mean scores of the experimental and control groups, but in the post-test and follow-up stages the mean attention scores of the experimental group were significantly higher compared to the control group (P= 0.01). It was concluded that mindfulness-based cognitive education can be used to improve the quality of students' attention.