Purpose: The current research was conducted with the aim of the
effectiveness of mindfulness training on personal growth and
academic persistence of female students of Amol Farhangian
University.
Materials and methods: The research method was semiexperimental with pre-test, post-test and control in two experimental
and control groups. Among the statistical population of the present
study, a statistical sample of 30 female students (15 in the
experimental group and 15 in the control group) was selected
through g power software in the academic year of 2001-1401. To
collect data, Baero et al.'s (2006) five-factor mindfulness
questionnaire is a self-report tool that includes 39 questions that
measure the five factors of mindfulness: observing, describing,
acting with awareness, not judging internal experiences, and not
reacting to experiences. internal In order to measure individual
growth, Rubicchek et al.'s questionnaire with 16 questions and 4
components was used, which is set based on the Likert scale and its
range is from 1 to 5. To measure academic sustainability, Martin and
Marsh's academic sustainability questionnaire with 6 questions was
used. Subjects of both groups completed two questionnaires of
personal growth and persistence in three phases: pre-test, post-test
and follow-up. After the pre-test phase, the experimental group
underwent 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 descriptive
statistics and inferential statistics (repeated measurement variance
analysis) are used for data analysis and data are analyzed using
SPSS software.
Findings: The results showed that there is a significant difference
between the average scores of the variables in the pre-test, post-test
and follow-up stages.
Conclusion: It can be said that the amount of changes of these
variables during the pre-test, post-test and follow-up stages were not
the same in the two control and mindfulness groups, so it can be
concluded that mindfulness training was effective on personal
growth and academic persistence.