Razi Journal of Medical Sciences

fa بررسی اثربخشی آموزش ذهن‌آگاهی بر هوش معنوی و بهزیستی روان شناختی دانش‌آموزان نوجوان دوره اول متوسطه Investigating the Effectiveness of Mindfulness Training on Spiritual Intelligence and Psychological Well-Being of Adolescent Students in the First Year of High School روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: کیفیت یادگیری دانشآموزان در مدرسه به آرامش و سلامتروان آنها بستگی دارد. ذهنآگاهی مسیری به سوی بهزیستی و مقابله مؤثر با چالشهای اجتنابناپذیر زندگی است. از اینرو هدف پژوهش حاضر بررسی اثربخشی آموزش ذهنآگاهی بر هوش معنوی و بهزیستی روانشناختی دانشآموزان نوجوان دوره اول بود. روشکار: طرح پژوهش نیمهآزمایشی از نوع پیشآزمون- پسآزمون با گروه کنترل و دوره پیگیری بود. جامعه آماری شامل کلیهی دانشآموزان شهرستان بهرمان در سال 1402-1401 بود که با روش نمونهگیری تصادفی ساده 40 نفر به عنوان نمونه نهایی انتخاب گردید. ابزار پژوهش شامل پرسشنامه هوش معنوی بدیع (1389) و بهزیستی روانشناختی ریف (1989) بود. نتایج با استفاده از روش آماری تحلیل واریانس با اندازهگیری مکرر و آزمون بونفرونی مورد تجزیه و تحلیل قرار گرفتند. یافته ها: نتایج نشان داد که در متغیر بهزیستی روانشناختی در بین مراحل پیشآزمون-پسآزمون، پیش آزمون-پیگیرانه، تفاوت معنیداری وجود دارد و متغیر در حال افزایش؛ اما بین مراحل پسآزمون-پیگیرانه تفاوت معنیداری وجود ندارد. در متغیر هوشمعنوی در بین مراحل پیشآزمون-پسآزمون و پیش آزمون-پیگیرانه، تفاوت معنیداری وجود دارد و متغیر در حال افزایش است اما بین مراحل پسآزمون-پیگیرانه تفاوت معنیداری وجود ندارد. نتیجه گیری: نتایج کلی نشان دادند که آموزش ذهنآگاهی هوشمعنوی و بهزیستی روانشناختی دانشآموزان نوجوان دوره اول موثر بود. همچنین در پیگیری، اثربخشی آموزش ذهنآگاهی بر هوشمعنوی و بهزیستی روانشناختی دانشآموزان نوجوان دوره اول ماندگار بود. </div> <div style="text-align: justify;">Background & Aims: High school students are in the period of adolescence, and adolescence is a complex period of growth that has always been considered more difficult than childhood years from the perspective of teenagers and parents. The adolescent years are an important stage of a person's social-psychological growth and development. Sudden and widespread changes that occur in all aspects of a teenager's life create a critical phase that will naturally bring problems and incompatibilities. The problems that exist in this period can prevent the use of all the abilities and potential of a person. Spiritual intelligence is one of the factors that have attracted the attention of researchers in recent years and is one of the valuable achievements of researchers in recent years. Spiritual intelligence is a framework for identifying and organizing required skills and abilities; In such a way that by using spirituality, the adaptability of a person increases. Spiritual intelligence is able to facilitate or enhance awareness or a sense of connection with a higher power or a sacred being. In general, the emergence of the structure of spiritual intelligence can be considered as the application of spiritual capacities and resources in practical contexts and situations. People use spiritual intelligence when they want to use spiritual capacities and resources to make important decisions and think about issues. existential or trying to solve daily problems. Recent studies have shown that spiritual beliefs and practices have a positive relationship with psychological well-being. Spiritual tendencies prevent the emergence of incompatible and destructive behaviors. In the discussion of spiritual intelligence, specifically or in general, the presence of adaptive applications can be effective. The results of research, especially in people who suffer from physical health problems, show a positive relationship between spirituality and adaptability, the results of studies conducted in the field of spiritual intelligence and psychological characteristics and physical consequences indicate that between spiritual intelligence and psychological well-being, there is a significant relationship. Therefore, another concept that has been the focus of researchers in the field of mental health in behavioral sciences in recent years is psychological well-being. New approaches to health emphasize being good instead of being bad or sick. They do not consider the absence of disease to be enough to feel healthy, rather they believe that having a sense of satisfaction with life, sufficient progress, a positive mood and proper communication with the community are the characteristics of a healthy person. Therefore, a therapeutic approach that can reduce people's psychological problems and improve their psychological well-being and quality of life is of great importance. One of the effective approaches in this field is the treatment based on mindfulness, which is highly effective for the treatment of clinical and mood disorders. The quality of students' learning in school depends on their peace and mental health. Mindfulness is a path towards well-being and effective coping with the inevitable challenges of life, and by facilitating health self-regulation behavior, it increases well-being. Therefore, the current study was to investigate the effectiveness of mindfulness training on the spiritual intelligence and psychological well-being of first-year adolescent students. Methods: The design of the research was semi-experimental, pre-test-post-test, with a control group and a follow-up period. The statistical population included all the students of Banu Nusrat Rahnama High School in Behrman city with a population of 135 people in 1402-1401, and 40 people were selected as the final sample by simple random sampling. The research tools included Bade's spiritual intelligence questionnaire (1389) and Rif's psychological well-being (1989). The results were analyzed using the statistical method of analysis of variance with repeated measurements and Bonferroni test. Results: The results showed that the interaction effect between the measurement time and experimental groups (F(6,33)=26.99, P=0.000) is significant, in the result between the two groups at least in one of the stages. In other words, there is a significant difference between the measurement time and the experimental groups. Also, the results showed that the psychological well-being variable between the pre-test and post-test stages (P=0.000) (, pre-test-follow-up (P=-11.32, 0.000), there is a significant difference and the variable is increasing; but between the stages of post-test-follow-up (P=0.71, 1) , there is no significant difference. In the control group, the results showed between the pre-test-post-test stages (P=0.21, pre-test-follow-up (P=0.36). and post-test-follow-up (P=2.23, 0.112), there is no significant difference. In the variable of spiritual intelligence between the pre-test-post-test stages (P=7.39, 0.000 -= (, pre-test-follow-up (P=7.44, 0.000), there is a significant difference and the variable is increasing, but between the post-test-follow-up stages (P=18.139, 0.000) There is no significant difference. In the control group, the results showed that between the pre-test-post-test phases (P=0.12, pre-test-follow-up (P=28/1) (=-0, and post-test-consecutive (0.85, P=1.1), there is no significant difference. Conclusion: The general results showed that mindfulness training is effective on spiritual intelligence and psychological well-being of first-year adolescent students. Also, in the follow-up, the effectiveness of mindfulness training on the spiritual intelligence and psychological well-being of first year adolescent students was permanent. Therefore, it is suggested to teach mindfulness techniques to students, develop training programs for teachers to familiarize with mindfulness techniques and implement these techniques during teaching.</div> ذهن آگاهی, هوش معنوی, بهزیستی روان شناختی دانش آموزان, نوجوان Mindfulness, Spiritual Intelligence, Psychological Well-Being of Students, Teenager 1 12 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7934-3&slc_lang=fa&sid=1 Fatemeh Alinejad فاطمه علی نژاد 3900319475328460090223 0009-0001-1107-0317 No MA in Clinical Psychology, Department of Psychology, Anar Branch, Islamic Azad University, Anar, Iran کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، واحد انار، دانشگاه آزاد اسلامی، انار، ایران Fatemeh Akhlaghi Yazdinejad فاطمه اخلاقی یزدی نژاد f.akhlaghi@iaurafsanjan.ac.ir 3900319475328460090224 3900319475328460090224 Yes Assistant Professor, Department of Psychology, Sirjan Branch, Islamic Azad University, Sirjan, Iran استادیار، گروه روانشناسی، واحد سیرجان، دانشگاه آزاد اسلامی، سیرجان، ایران