Search

Background: Research has demonstrated a positive correlation between higher social skills and improved performance in social interactions among students. Recently, mindfulness interventions, encompassing elements such as self-discipline and present moment awareness, have garnered attention for their potential to enhance mental processes, sensitivity, openness, and receptivity. Conversely, play therapy, characterized by enjoyable physical and mental activities, has been linked to increased social skills and creativity. However, there exists a research gap regarding play therapy based on mindfulness to enhance self-respect in the studied society. Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City. Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software. Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001). Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration. [ABSTRACT FROM AUTHOR]

Background: Adolescents worldwide spend almost a quarter of their lives in schools and classrooms, making schools a significant influence on students. The relationships formed in classrooms with teachers and peers can profoundly impact adolescents' social outcomes and educational experiences. Aims: This research aimed to present a structural model of school connectedness based on academic boredom, with a focus on the mediating role of alexithymia among high school students. Methods: This study employed a cross-sectional correlational research design. The statistical population included all second-level high school students in Tehran during the academic year 2021- 2022, with 341 participants’ selected using cluster random sampling. The study utilized measures for School Connectedness (Brown & Evans, 2002), Academic Boredom (Fraser et al., 1995), and Alexithymia (Toronto, 1994). Data analysis was conducted using SPSS-V23 and Lisrel-V8.8 software, with structural equation modeling used to test the research hypotheses. Results: The research findings indicated a good fit of the proposed model. The results revealed a significant total path coefficient (p= 0.001, β= -1.39) between academic boredom and school connectedness. This suggests a relationship between secondary-level students' school connectedness, academic boredom, and alexithymia mediation. Conclusion: The study recommends enhancing coordination between counseling centers and school counselors to foster stronger school connectedness, reduce academic boredom, and address emotional challenges among students. Paying attention to these variables can aid researchers and therapists in developing preventive measures and more effective interventions. [ABSTRACT FROM AUTHOR]

Background: Problem solving skills and learning styles are important issues in all age groups. Although the factors affecting it have been investigated in many researches, but investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles has been less investigated. Aims: This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles. Method: The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020 -2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS -22. Results: The results showed that the five components of observation, description, action with awareness, non -judgment and non -reaction had an effect on the problem -solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05). Conclusion: Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving. [ABSTRACT FROM AUTHOR]