The Effectiveness of Mindfulness-Based Cognitive Therapy on Academic Engagement in Students

Aim and Background: Education for students can create a series of academic problems and reduce people's academic engagement; Behavioral, emotional, and cognitive improvement of academic engagement can be effective in reducing academic problems to a great extent. Mindfulness-based cognitive therapy helps students experience uncomfortable situations with new feelings and replace their beliefs; therefore, the study's aim was to investigate the effectiveness of mindfulness-based cognitive therapy on academic engagement in students. Methods and Materials: The research method was semi-experimental with a pre-test and post-test. The statistical population of the study included all students of the second secondary level who were studying in Zabul city in the academic year ۲۰۲۱ to ۲۰۲۲. The sample size included ۴۰ students, i.e., ۲۰ students of the experimental group and ۲۰ couples of the control group, which were selected by convenience sampling method and randomly replaced in two groups. Academic Engagement Scale (AEQ) designed by Fredericks, Blumanfield, and Paris. (۲۰۰۴) was used to collect data. The method of data analysis was univariate covariance analysis (ANCOVA) and using SPSS software. Findings: The obtained results showed that mindfulness-based cognitive therapy was effective in improving the academic engagement of students (F=۱۱.۱۴۴, p≤۰.۰۵, Eta=۰.۳۷۶). Conclusions: According to the findings, it can be said that mindfulness-based cognitive therapy is effective in improving academic engagement

کلیدواژه ها:

Mindfulness-Based Cognitive Therapy ، Academic Engagement ، Students