درخت حوزه‌های تخصصی

The aim of this study is investigate the Effectiveness of Mindfulness Education on Emotional, Psychological, and Social Well-being in 12th grade students in Tehran city. The research method is semi-experimental with pretest-posttest design with control group. The statistical population of the study includes all 12th grade students of the 12th district of Tehran city in the academic year of 2018 to 2019. From the mentioned population, 60 students had earned low scores in three dimensions of Subjective Well-Being Questionnaire of Keyes and Magyar-Moe (2003) by using random sampling method and they were selected and randomly assigned into 2 experimental and control groups. Then experimental groups were received a Mindfulness protocol in 8 sessions during 2 hours. After completion of the sessions, all subjects were re-evaluated. Data were analyzed by using multivariate analysis of covariance. The findings of this study showed that in the emotional well-being aspect with the components of positive emotional affection and negative emotions , in the psychological well-being of the components Self-esteem, life goal, environmental domination, relationships with others , personal development with, and in the social well-being aspect, the correlation coefficients with , admission and acceptability with and realism with, there was a significant difference between the experimental and control groups and it can be said that the education of mindfulness affects the improvement of components of psychological, social and emotional well-being in students.

The present study aims to identify the effectiveness of cognitive rehabilitation on different types of attention in the third-grade students with specific learning disabilities (reading) considering moderating role of gender. As a quasi-experimental research, the study uses pretest-posttest design with control group. Façade testing, a helpful tool to identify the reading difficulties and dyslexia in elementary school, is performed to determine the research sample among the third-grade students in Tabriz. The students who score above average survey response rate are identified as specific learning-disability learners (reading). Among these students, 60 (four groups of 15) are selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15, one group female students and the other male students who received cognitive rehabilitation training program) and two control groups. Cognitive rehabilitation training is delivered through Smart Sound training software (8-level computer-based cognitive rehabilitation in reading disorder). Attention is also measured by focused/sustained attention and scattered attention test designed in Sina Institute. To analyze the data, multivariate analysis of covariance is used. The results indicate cognitive rehabilitation is effective in focused/sustained attention, scattered attention, and reaction time in specific learning-disability students and gender does not have a moderating effect. Accordingly, cognitive rehabilitation does not have meaningful effect in the increase of focused attention, scattered attention and reaction time in male and female students.