Pajouhan Scientific Journal, Summer, In Press
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1- Isf. C., Islamic Azad University
2- Na. C., Islamic Azad University ,Maryam.moghimian@iau.ac.ir
2- Na. C., Islamic Azad University ,
Abstract: (12 Views)
Background and Objective: The major challenges among adolescent boys that can adversely affect their educational progress is a low sense of hope for the future, which in turn reduces learning motivation. Mindfulness is a strategy that teaches individuals to live in the present moment and experience life with greater awareness and optimism. This study aimed to determine the effect of adolescent-oriented mindfulness training on optimism, pessimism, and hope for the future among adolescent boys
Materials and Methods: In this quasi-experimental study, 60 middle-school boys from two schools in Larestan were selected via cluster sampling and randomly assigned to intervention and control groups. Participants completed the Miller Hope Scale for Adolescents at baseline and one month post-intervention. The intervention group underwent eight one-hour sessions of Bordin’s mindfulness training, while the control group received no intervention. Data were analyzed using descriptive and inferential statistics in SPSS (v.21).
Results: The frequency distribution of participants was comparable between the two groups. In the intervention group, the mean hope score in all dimensions increased from 59.00±6.44and 63.10±5.06 afterward, and this difference was statistically significant (p<0.001). In the control group, the corresponding scores were 58.33±4.03 and 58±4.97, with no significant difference (p=0.371). After the intervention, the intervention group also showed a significantly higher hope score than the control group (p<0.001).
Conclusion: Mindfulness training significantly improves hope for the future in adolescent boys. Integrating mindfulness into school curricula may bridge the gap between academic education and character development, fostering a more resilient student population.
Materials and Methods: In this quasi-experimental study, 60 middle-school boys from two schools in Larestan were selected via cluster sampling and randomly assigned to intervention and control groups. Participants completed the Miller Hope Scale for Adolescents at baseline and one month post-intervention. The intervention group underwent eight one-hour sessions of Bordin’s mindfulness training, while the control group received no intervention. Data were analyzed using descriptive and inferential statistics in SPSS (v.21).
Results: The frequency distribution of participants was comparable between the two groups. In the intervention group, the mean hope score in all dimensions increased from 59.00±6.44and 63.10±5.06 afterward, and this difference was statistically significant (p<0.001). In the control group, the corresponding scores were 58.33±4.03 and 58±4.97, with no significant difference (p=0.371). After the intervention, the intervention group also showed a significantly higher hope score than the control group (p<0.001).
Conclusion: Mindfulness training significantly improves hope for the future in adolescent boys. Integrating mindfulness into school curricula may bridge the gap between academic education and character development, fostering a more resilient student population.
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