Abstract:
Introduction: Given the novel and applied nature of mindfulness techniques and due to the
importance of psychological capital on the lives of students, this study aims to investigate the role of
mindfulness education on psychological capital of students of Isfahan University of Medical Sciences.
Methods: This study uses semi‑empirical method with pretest and posttest to study two groups of
students of Isfahan University of Medical Sciences with the help of five‑factor mindfulness questionnaire
and psychological capital questionnaire with acceptable validity and reliability in eight sessions. The
results were gathered after three months and analyzed using student’s t‑test. Result: The results of
comparison between the average posttest score of test and control groups showed no significant
difference between the two groups. Conclusions: Given the fact that the effectiveness of these
types of interventions has been confirmed by various studies, by controlling executive limitations
before educational interventions, it is possible to achieve better results
Machine summary:
(2000) in a 1‑year period showed the effects of mindfulness based on cognitive therapy on reducing depression and other psychological factors.
(2013) studied counseling students and reported that teaching mindfulness is effective in increasing self‑confidence and reducing stress, and self‑pity in the participants.
(2013) in their study on 522 teenagers between ages 12 and 16 reported that in a 3 months follow‑up period, teaching mindfulness can meaningfully increase the psychological welfare of the participants while decreasing stress.
[15] In a study by Beirami and Abdi (2010) titled "Investigating the effect of teaching mindfulness‑based techniques in reducing exam anxiety in students," the results showed that group mindfulness sessions can lead to remarkable reduction in exam anxiety in students.
[17] Azargoon and Kajbaf (2011) in their study reported that teaching mindfulness is effective in decreasing dysfunctional attitude and automatic thoughts in students with depression.
Therefore, this study aimed to investigate the effects of teaching mindfulness on psychological capital of students of Isfahan University of Medical Sciences.
Discussion and Conclusions The results of this study showed that teaching mindfulness was unsuccessful in increasing the average psychological capital score of the students.
International Journal of Educational and Psychological Researches / Vol 1 / Issue 4 / October-December 2015 295 It is recommended for other researchers to consider the above‑mentioned limitations and repeat this study for other groups of students because according the feedback from the participants during eight training sessions, the results were satisfactory and various scientific studies point to the effectiveness of this intervention.