The effectiveness of child-centered mindfulness training on resilience and academic vitality of students with specific learning disorders
Subject Areas :
Ghasem Abullahi Baqrabadi
1
,
Seyedeh Mansoure hosseini
2
1 - Department of Psychology, Payame Noor University, Tehran, Iran
2 - Department of Psychology, Payame Noor University, Tehran, Iran
Keywords: Academic vitality, Child-Centered Mindfulness Training, Resilience, Students with Specific Learning Disorders.,
Abstract :
The purpose of this research was to determine the effectiveness of child-centered mindfulness training on resilience and academic vitality of students with specific learning disorders. The research method was semi-experimental with a pre-test-post-test design and a follow-up period of two-month. The statistical population included all second period of primary school male students with specific learning disorders who referred to learning disorders centers in district 3 of Shiraz city in 2023-2024. The sampling method was purposeful. In this way, 30 primary school students with disabilities were selected and then randomly assigned to two experimental and control groups (15 people each). The tools used included the academic vitality questionnaire Martin and Marsh and the child and adolescent resilience questionnaire Angar and Liebenberg. The experimental group received 10 sessions of 50 minutes per week, twice in child-centered mindfulness skills training sessions (Burdick, 2014; translated by Monshai, Hosseini Mazal Azad and Tayibi, 2016). The collected data were analyzed by repeated measure analysis of variance. The results showed that child-centered mindfulness training increases resilience and academic vitality of students with special learning disorders. Therefore, child-centered mindfulness training can be used in schools for students with specific learning disorders.
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