Thesis:

The effectiveness of mindfulness-based interventions on improving cognition and socio-emotional performance of third-grade elementary school students in Juyin city

The aim of the present study was to investigate the effectiveness of mindfulness-based interventions on improving cognition and socio-emotional performance of third-grade elementary school students in Jovin County. In terms of its applied purpose and data collection method, the present study was a quasi-experimental study with a pre-test-post-test design with a control and experimental group. The statistical population of the present study consisted of 30 third-grade female elementary school students in Jovin County in the academic year 1403-1404, who were selected as clusters and randomly placed in two groups of 15 each, experimental and control. They responded to the California Cognitive Skills Questionnaire Nejati (1392) and the Student Emotional-Social Competence Questionnaire by Zhu and Ji (2012) and participated in the mindfulness-based intervention sessions by Tizdel, Segal, and Williams (2002), which consisted of 8 sessions of 60 minutes each. The data from this study were analyzed using SPSS 26 software. In the data description section, the mean and standard deviation were used, and in the inferential statistics section, the one-way analysis of covariance (ANCOVA) test was used. The results of the study showed that mindfulness-based interventions have a positive effect on improving the cognitive components of third-grade elementary school students in Jovin County. Mindfulness-based interventions also have a positive effect on improving the socio-emotional performance components of third-grade elementary school students in Jovin County.

Keywords: Effectiveness, Mindfulness-based interventions, Cognition, Socio-emotional performance, Third-grade