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Showing 6 results for Mindfulness

Dr Mehdi Reza Sarafraz,
Volume 4, Issue 1 (9-2016)


There has been substantial interest in mindfulness as an approach to reduce cognitive vulnerability to stress and emotional distress in recent years, and mindfulness meditation practices have been incorporated into several interventions that are now widely available in medical and mental health settings. However, thus far mindfulness has not been defined operationally. Among the important questions that can be studied is whether mindfulness should be described as a multifaceted construct and, if so, how the facets should be defined. Several current descriptions of mindfulness suggest a multidimensional nature. The aim of the present study was to investigate the factor structure and psychometric properties of Five Facet Mindfulness Questionnaire (FFMQ) in Iran. 247 Iranian university student (188 women, 53 men and 6 undefined) filled following scales:  FFMQ (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006), Integrative Self-Knowledge (Ghorbani, Watson, & Hargis, 2008), BSCS(Tangney, Baumeister, & Boone, 2004) , Rumination Scale (Trapnell & Campbell, 1999), Penn State Worry Questionnaire (PSWQ; (Meyer, Miller, Metzger, & Borkovec, 1990), Vitality Scale (Ryan & Frederick, 1997), symptom checklist  (Bartone 1995), perceived stress(Cohen, Kamarack, & Mermelstein, 1983) & Anxiety and Depression Scale(Costello & Comrey, 1967).  The second order CFA showed that five-factor structure of FFMQ in first order and one-factor in second order did not fit the data well and EFA proved five-factor structure in first order and two-factor in second order of the scale that fit the data well. These results point toward conceptual distinction between facets of mindfulness. Mindfulness facets were shown to be differentially correlated in expected ways with several other constructs and to have convergent and divergent validity. Findings suggest that conceptualizing mindfulness as a multifaceted construct is helpful in understanding its components and its relationships with other variables, and suggested a need for reviewing the research and theory of mindfulness due to exposed facets.

Mrs Simin Zeqeibi Ghannad1, Mr Sirous Alipour, Mrs Manijeh Shehni Yailagh, Alireza Hajiyakhchali,
Volume 5, Issue 3 (12-2017)

mind wandering is a pervasive and common phenomenon of human cognition that its role in performance of any field related to mind is undeniable. This study plans to investigate The causal relationship of mindfulness and mind wandering with mediating strategical engagement regulation, anxiety, depression and working memory. To this, 434 female students of Shahid Chamran University of Ahvaz were selected by multistage random sampling method and They got Mindful Attention Awareness Scale, Strategic Engagement Regulation Scale, Stress Anxiety Depression Scale, Stress Anxiety Depression Scale, The Working Memory Questionnaire and The Mind Wandering: Deliberate and Mind Wandering: Spontaneous Scale. Collected data were analyzed by SPSS and AMOS (version 21) and using structural equations modelling method. In order to earn the suitable model fitness indices, the item parceling method was used about mindfulness variable. Finally, on the base of values of some indices (for example, RMSEA = 0/06 and GFI = 0/98), model had a good fit. Also, all paths of the model except two paths: anxiety to working memory and anxiety to mind wandering were significant. In sum, this research results showed that mindfulness plays important role in mind wandering anticipation that transfers this effect through mechanisms as self-regulation, mood and working memory. 

Mohsen Saeedmanesh, Mahdiyeh Azizi, Zahra Hematian,
Volume 8, Issue 2 (10-2020)

The aim of this study was to evaluate the effectiveness of mindfulness and the attention bias program on attention, inhibition and emotional regulation among children with generalised anxiety disorder. This was a quasi-experimental study with a pretest-posttest design. The population of this study consisted of 30 children with generalised anxiety disorder referred to psychiatric clinics in Tehran's 20th district selected by the available sampling method and randomly divided into experimental and control groups. The experimental group underwent an integrated program of attention correction and mindfulness for 8 sessions and the control group did not receive any intervention. In addition, parents of all participants completed the brief executive functions test at pre-test and post-test. Data were statistically analysed at two levels of descriptive (mean and standard deviation) and inferential (multivariate analysis of covariance). The results of this study showed that the program of correcting attention bias and mindfulness had an effect on the amount of attention, inhibition and emotion control among children with generalised anxiety disorder (p < 0.001). According to the findings of this study, it could be concluded that the combination of the treatment of attention bias and mindfulness improves executive functions in children with generalized anxiety and can be used in clinical interventions.

Zhaleh Kiani, Alireza Moradi, Parvin Kadivar, Hamid Reza Hasanabadi, Hadi Keramati, Mohammad Effatpanah,
Volume 9, Issue 1 (3-2021)

Mindfulness is one of the effective interventions in improving executive functions. Although this intervention is well documented for adults, but it is less addressed for children, while children with attention deficit / hyperactivity disorder Executive functions are problematic. The purpose of this study is to Designing, developing and validating a psycho-educational program of empowerment based on mindfulness-cognitive for reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder. The present study is of the fundamental type, which is in two parts, In the first for designing and development stages was a descriptive - analytic method with a configurative synthesis approach In the second stage For program validation, along with the use of face validity method, content validity method was used quantitatively and Qualitatively method with a panel of 10 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0/73 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/80 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/91. This research leads to the preparation of an educational-therapeutic program in three sections: 1- basics, 2- external awareness and 3- internal awareness, which includes the sub-elements of strengthening attention, concentration, awareness of emotions, thoughts, tasks, purpose and impulses. Be. This educational-therapeutic program includes 16 sessions for children and 3 sessions for parents, 120 cards and 20 educational worksheets. The psycho educational program of empowerment based on mindfulness- cognitive for  reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.

Mr Reza Mohammadzadeghan, Mr Abolfazl Farid, آقای Gholamreza Chalabianlu Hasratanlo, آقای Javad Mesrabadi,
Volume 10, Issue 2 (10-2022)

This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.

- Shayesteh Sajadi, - Mahboubeh Fooladchang, - Farideh Yousefi, Raziyeh Sheykh Alislami,
Volume 10, Issue 4 (3-2023)

The aim of this study was to investigate the effect of mindfulness-based education on two structures related to cognition, namely self-blame and working memory in adolescents. The research design was quasi-experimental with a control group. Participants included 30 people (two groups of 15 people) from adolescents aged 14 to 18 years who volunteered to participate in the study. They responded to the Thompson and Containers' Self-Blame Levels (2004), and the Wechsler Active Memory Scale (1945) as pretest and posttest. The experimental group participated in a mindfulness-based stress reduction program for 8 sessions, each session lasting 2 hours and the control group was without intervention. Data were analyzed using analysis of ANCOVA. The results showed that mindfulness intervention had a significant effect on self-blame (P = 0.001) and working memory (P = 0.001) in the experimental group (P <0.05).
In a general conclusion, it can be stated that mindfulness-based education can be used in therapeutic and psychological programs to increase working memory and reduce self-blame in adolescents.

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