تاثیر آموزش ذهن آگاهی بر ارتقای امید تحصیلی و بهبود انگیزش در دانش‌آموزان دختر متوسطه ی اول شهر تهران

امروزه بسیاری از مشکلات و مسائل تحصیلی مانند کم علاقگی به یادگیری، افت تحصیلی و افزایش ترک تحصیل به انگیزش تحصیلی و نبودن امید تحصیلی مربوط می‌شود. هدف این پژوهش بررسی تاثیر آموزش ذهن آگاهی بر ارتقای امید و بهبود انگیزش در دانش‌آموزان است. تحقیق حاضر از نوع طرح‌های نیمه‌آزمایشی با گروه آزمایش و کنترل بود. جامعۀ آماری پژوهش تمامی دانش‌آموزان دختر پایۀ اول متوسطه مجتمع آموزشی دخترانه ستوده در سال تحصیلی 1399 1398 در تهران بودند که بهطور تصادفی، تعداد 20 دانش آموز در دو گروه آزمایش و کنترل جایگزین شدند. ابزارهای مورد استفاده شامل پرسشنامۀ انگیزش تحصیلی عبدخدایی، سیف، کریمی و بیابانگرد (1387) و پرسشنامۀ امید تحصیلی کمپیل و کاون (2001) با 9 سوال و نیز بستۀ آموزشی ذهن آگاهی در هشت جلسۀ 2 ساعته بود و در نهایت، تجزیه و تحلیل داده ها با استفاده از آزمون تحلیل کوواریانس انجام شد. داده‌ها نشان داد آموزش ذهن آگاهی بر امید تحصیلی و ارتقای انگیزش تحصیلی تاثیر مثبت و معناداری داشته است. بر اساس نتایج این پژوهش، استفاده از آموزش ذهن آگاهی برای بهبود ارتقای امید و بهبود انگیزش در دانش‌آموزان توصیه می شود.

the effect of mindfulness training on improving educational hope and motivation in junior high school girls in tehran

numerous educational problems such as low interest in learning, educational decline and increasing dropout are attributed to the lack of educational motivation and educational hope. the purpose of the present study is to investigate the effect of mindfulness training on improving hope and motivation in students. the current research was a quasi experimental study with experimental and control groups. the statistical population of the research was all first grade female students of sotoudeh girls’ educational complex in the educational year 2018 2019 in tehran. twenty students were randomly allocated to an experimental and a control group. the research tools included educational motivation questionnaire of abdekhodaei, seif, karimi and bibangard and the educational hope questionnaire of campbell and kwon (2001). the experimental group received the mindfulness training package in eight 2 hour sessions. the obtained data were analyzed by ancova. the results showed that mindfulness training had a positive and significant effect on educational hope and improving educational motivation. accordingly, it is recommended to use mindfulness training to improve hope and motivation in students.introduction  numerous educational problems such as low interest in learning, educational decline and increasing dropout are currently attributed to the lack of educational motivation and educational hope. (bask et al., 2013, pp. 511 528). it is important to look at the recent statistics of educational attrition in this field; the statistics of the ministry of education reveals a drop in education of 1.1% elementary schools, 6.4% in junior high school and 8% in senior high school in the academic year 2017 2018, which is significant (vaziri et al., 2019, p. 3).educational motivation, as an internal force, leads learners to comprehensively evaluate their performance based on the highest standards, strive for success in performance, and enjoy the pleasure associated with success in performance. when students are motivated, they tend to complete their educational assignments to reach a certain level of expertise, skill and success (omidian et al., 2018, pp. 141 159). educational hope pertains to the educational goals that students choose for themselves, the paths for achieving the goals, as well as the factors that make students remain steadfast on this path (masters wag et al., 2022, p. 1 14; ito et al., 2022, pp. 1458 1468). mindfulness is a state of inner peace that can be achieved by focusing on breathing, proper meditation, and clearing the mind of any external influences.few domestic and foreign studies have focused on educational hope, or the effect of mindfulness training on educational hope. hence, the main purpose of this research is to evaluate the effect of the educational package of mindfulness training on improving educational hope and motivation in junior high school students.methodthis quasi experimental study used a pretest posttest design with random assignment of the participants into an experimental group and a control group.