The Effectiveness of Mindfulness Training on Personal Growth and Academic Persistence of Female Students of AmolFarhangian University

The current research was conducted with the aim of theeffectiveness of mindfulness training on personal growth andacademic persistence of female students of Amol FarhangianUniversity.

The research method was semiexperimental with pre-test, post-test and control in two experimentaland control groups. Among the statistical population of the presentstudy, a statistical sample of 30 female students (15 in theexperimental group and 15 in the control group) was selectedthrough g power software in the academic year of 2001-1401. Tocollect data, Baero et al.'s (2006) five-factor mindfulnessquestionnaire is a self-report tool that includes 39 questions thatmeasure the five factors of mindfulness: observing, describing,acting with awareness, not judging internal experiences, and notreacting to experiences. internal In order to measure individualgrowth, Rubicchek et al.'s questionnaire with 16 questions and 4components was used, which is set based on the Likert scale and itsrange is from 1 to 5. To measure academic sustainability, Martin andMarsh's academic sustainability questionnaire with 6 questions wasused. Subjects of both groups completed two questionnaires ofpersonal growth and persistence in three phases: pre-test, post-testand follow-up. After the pre-test phase, the experimental groupunderwent 8 sessions of 90 minutes of mindfulness skills training,while no training was given to the control group during this period.This research is practical in terms of purpose and descriptivestatistics and inferential statistics (repeated measurement varianceanalysis) are used for data analysis and data are analyzed usingSPSS software.

The results showed that there is a significant differencebetween the average scores of the variables in the pre-test, post-testand follow-up stages.

It can be said that the amount of changes of thesevariables during the pre-test, post-test and follow-up stages were notthe same in the two control and mindfulness groups, so it can beconcluded that mindfulness training was effective on personalgrowth and academic persistence.