The Effectiveness of Mindfulness Training on Self-Control among University Students in Yazd

Fariba Olia,Mohsen Saeedmanesh

doi:10.5901/mjss.2016.v7n3s3p360

Abstract

This study aimed to determine the effectiveness of mindfulness training on improving self-control in female students living in Yazd dormitory in 2015. In addition to a control group, a quasi-experimental as well as pretest-posttest design was applied for this study. The study population includes all female students of Islamic Azad University of Yazd living in the dormitory in the academic. Thirty-eight subjects were selected by convenience sampling and were randomly placed into two groups: the control group and experimental groups. The Brief Self-Control Scale of Tangney and et.al (2004) was used to collect data. The experimental group participated in an 8-week mindfulness training course, one two-hour session a week and control group did not receive any intervention. The data were analyzed using analysis of covariance and independent t-test. The result of analysis of covariance showed that mindfulness training significantly increased self-control and other aspects of it in the female students living in dormitories. DOI: 10.5901/mjss.2016.v7n3s3p360

Highlights

The transition from college is challenging and difficult for most students
This research aims to examine mindfulness training on self-control increase in female students living in Yazd dormitory
The results showed that mindfulness training was effective in increasing self-control at post-test

Summary

Introduction

The transition from college is challenging and difficult for most students Factors such as age-related susceptibility, being away from family, dormitory problems and dealing directly with the opposite sex lead to hedonistic, impulsive, competitive and pretentious behaviors. In this respect, self-control is considered as one of the important issues which should be enhanced in such circumstances (Mahram & Saketi, 2008). One is aware of his/her mental approach every moment; after becoming aware of the two mind methods, namely doing and being, the individual learns to move the mind from one way to the other This requires the training of specific behavioral, cognitive and metacognitive strategies to centralize the attention (Segal et al, 2003).

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