A Mindfulness-Based Intervention on Verbal Insight and Social Problem-Solving in University Students

Abstract

The ability to effectively solve problems is a critical skill for success in academic and professional domains. This study investigated the impact of mindfulness training on problem-solving abilities among university students, with a focus on verbal insight problems and social problems. Sixty male students from the Information Technology Department at Al-Azhar University participated in the study, divided into an experimental group (n=30) that received an 8-week mindfulness-based training program and a control group (n=30). Quantitative measures assessed performance on a researcher-developed verbal insight problem test and the Social Problem-Solving Inventory-Revised (SPSI-R) before and after the intervention. Qualitative data was collected through interviews and focus groups exploring participants' subjective experiences. Results showed a statistically significant improvement in verbal insight problem-solving for the experimental group compared to controls after mindfulness training (p<0.01). However, no significant differences emerged on social problem-solving measured by the SPSI-R. Qualitative findings suggested participants perceived benefits of mindfulness for emotional awareness, cognitive flexibility, and non-judgmental attitudes, which may facilitate insight problem-solving.
 Originality/value: This mixed-methods study provides empirical support for integrating mindfulness-based interventions in academic programs to enhance cognitive functioning and creative problem-solving capacities among students.