Document Type : Research
Author
Abstract
The aim of this research was to determine the effect of mindfulness on working memory and academic engagement of 11th grade students in second district of Tehran. This research followed a practical objectives and used experimental method with pre- test, post- test and control group. The statistical society was all female students of humanities field in public school of second district in Tehran in 2016-2017 school year. By applying clustering sampling method, one high school (Hoda) was selected and two classes were chosen randomly for experimental (21) and control (20) groups. wechsler working memory and friedrich academic engagement tests were taken as pre-test in both classes. Mindfulness was instructed in 10 sessions in experimental group. Afterwards, the post test was taken from two groups. Statistical Covariance analysis test was used to analysis the data. The result showed that mindfulness instruction has effects on working memory improvement and increasing academic engagement in experimental group.
Keywords
احمدوند، محمد (1385). درگیری فعالانه مساوی است با یادگیری مؤثر. مجله رشد معلم. شماره 9.
تمنائی‌فر، محمدرضا (1386). بررسی مقایسه‌ای عوامل مؤثر بر افت تحصیلی دانشجویان مشروط و ممتاز. مجله دانشور دانشگاه شاهد. 14 (24).
زرافشان، علی (1394). چرایی ترک تحصیل دبیرستانی‌ها. سایت رسمی وزارت آموزش و پرورش: شناسه خبر. 943962.
گنجی، حمزه (1394). آزمون‌های روانی. تهران: نشر سالاوان.
Alloway, T.P. Alloway. R. G. and Wootan, S. (2015). Home sweet Home: Does where you live matter to working memory and other cognitive skills? Journal of Experimental Child Psychology. 124: 124-31.
Alloway. T. P. & Alloway. R. G. (2015). Understanding Working memory. Los Angeles. Pub. Sage.
Alloway. T. P. (2009). Working Memory, but not IQ, Predicts subsequent leaning in children with learning Difficulties. European Journal of Psychological Assessment. 25: 92-8.
Alrashid, S. L., Phan, A. L. & Ngu, C. (2006). Handbook of research on student engagement. New York, NY: Springer.
Apelton, D. J., et al. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction 1-9.
Brown, E. (2007). Meditation as a way to experinence mind contents. Journal of social psychology. 18, 119-127.
Canary, S. C. (2006). Acceptance & mindfulness treatments for children and adolescents. Oakland, CA: New Harbinger Publications
Carlson, D. (2003). Interpersonal conflicts and mindfulness. Journal of health psychology. 91,213-218.
Carlson, L.E., Speca, M., patel, K.D. & Goodey, E. (2003). Mindfullnes-based Stress reduction in relation to quality of life mood symptoms of strss and immune parameters in breat & prostate cancer outpatients. Journal of psychosomaties medicine, 65, 571-581.
Dluzewska, T. & Kirby, D. (2012). Mindfulness for student life and future professional practice. Available from www.fyhe.com.
Finn, G.D. (1998). Parental engagement that makes a difference. Educational Leadership, Vol 55, No 8
Fredricks, J. A., Blumenfeld, P. & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Furrer, C. & Skinner, E. (2003). Sense of relatedness as a factors in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Goldin, P. R. & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10, 83–91.
Goldin, p.R. (2010).Effects of mindfullness-based stress reduction on emotion regulation. Emotion,10,83-91.
Greenwoood, J., Horton, D. J. & Utley, S. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 315–342). New York: Springer.
Henrich, T. (2008). Mindfulness and social conflicts. Journal of socical health psychology. 29,191-199.
Ho lzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T.,Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1): 36–43.
Kabat-zin, J. (2005). Mindfullnes,based-intervention in context. Clinincal psychology, 10,144-156.
Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present and Future. Clinical Psychology: Science and Practice. V 10, 144-156.
Mark, H. (2004). Mindfulness and conflicts. Journal of social psychology. 11, 119-126.
Marsh, H.W., Hau, K. T., Artelt, C., Baument, J. & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 23 countries. International Journal of Testing. 6(4), 311-360.
Napoli, M., Krech, P. R. & Holley, L. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99-125.
Piro, S. L., Carlson, L., Astin, J. A., and Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62, 373-386.
Reeve, D. K., Greeson, J. M., Brainard, G. C. & Rosenzweig, S. (2004). Mindfulness-based stress reduction and health-related quality of life in a heterogeneous patient population. General Hospital Psychiatry, 23, 183–192.
Reschly, F. & Christenson, B. (2006). Relation of Academic Support from Parents, Teachers, and Peers to Hong Kong Adolescents’ Academic Achievement: The Mediating Role of Academic Engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127.
Schwartz, R. (2004). Individual emotion and mindfulness. Journal of American psychology. 21, 191-199.
Segal, Z. V., William, J. M. G., & Teasdale, J. D. (2000). Mindfulness-based cognitive therapy for depression: new approach to preventing relapse. New York: Gilford Press
Segal, Z. V., William, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: new approach to preventing relapse. New York: Gilford Press.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2007). Mindfulness-based cognitive therapy for depression. New York: Guilford.
Shapiro, S.L. Schwartz, G.E. & Bonner, G. (1998). Effects of mindfulness based stress reduction on medical and premedical students. Journal of Behavioral Medicine, December 1998, Volume 21, Issue 6, pp 581–599
Singh, N., Wahler, R., Adkins, A., & Myers, R. (2003). Soles of the feet: A mindfulness-based self-control intervention for aggression by an individual with mild mental retardation and mental illness. Research in Developmental Disabilities, 24(3), 158–169
Wang, M. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
)