Evaluating the efficacy of mindfulness training based on stress reduction and time management skill training on academic excitement and academic enthusiasm

Background: Today, education seeks to develop the quality of teaching-learning, educational spaces, facilitating the all-round development of personality and individual empowerment of students with the aim of preparing them as an efficient class and future builders of societies; Therefore, it is very important to identify the factors that lead to the improvement of students' academic progress. Aims: The purpose of the present study was to evaluate the effectiveness of mindfulness training based on stress reduction and time management skills on academic emotions and academic enthusiasm. Methods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population consisted of all female students of the first year of high school in Ray city in the academic year 2018-2019. 45 students were selected and placed in two experimental groups and one control group (15 people) in a simple random way by screening the results of the pre-test. The first experimental group received mindfulness intervention based on stress reduction taken from Kabat Zain's book The Troubled Life (2005) for 8 sessions, and the second experimental group received Tracy and Brian's (2008) time management skills training for 10 sessions. To collect data, the questionnaires of academic emotions of Pakran et al. (2005) and academic enthusiasm of Scoufili et al. (2002) were used. Data analysis was statistically analyzed using multivariate covariance analysis. Results: The results showed that mindfulness training based on stress reduction and time management skills was effective on students' academic emotions and enthusiasm at a significant level of P˂ 0.001. Also, the results showed that mindfulness is more effective on the components of hope, anger, and anxiety, and the component of being attracted to education and time management, and the components of pleasure and fatigue, and the components of academic enthusiasm and dedication to education at a significant level of P˂ 0.001. have been. Conclusion: It can be concluded that the use of educational interventions in educational processes will be the basis for regulating emotions and increasing students' academic enthusiasm.