Thesis:

Title : The Effectiveness of a Child-Centered Mindfulness Program on Academic Well-being and Emotional Resilience among Sixth-Grade Female Students in Shashtamad

Objective:The primary objective of this study was to examine the effectiveness of a mindfulness program in promoting academic well-being and emotional resilience among female sixth-grade students. Methodology: In terms of objective, this study was applied, and methodologically, it employed an experimental design with a pretest-posttest control group. The statistical population comprised all female sixth-grade students in Sheshtamad during the 2024–2025 academic year, totaling 257 students. From this population, 60 students were selected via random sampling and assigned to experimental (n=30n = 30n=30) and control (n=30n = 30n=30) groups. The experimental group received an 8-session mindfulness intervention (each session lasting 60 minutes) delivered online via the SHAD network platform, whereas the control group received no intervention. The research instruments included the Academic Well-Being Questionnaire (Tuominen-Soini et al., 2012) and the Emotional Resilience Scale (Oshio et al., 2002). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). Findings: The results indicated that the mindfulness program exerted a statistically significant effect on all dependent variables (p<0.001p < 0.001p<0.001). Findings demonstrated that mindfulness significantly enhanced academic well-being and emotional resilience in the experimental group compared to the control group. Conclusion: The findings of this study suggest that incorporating mindfulness programs as an educational and psychological empowerment tool into school curricula—particularly at the elementary level—serves as an effective strategy to promote academic well-being and foster emotional resilience among students.

Keywords: Mindfulness, academic well-being, emotional resilience, sixth-grade students, Sheshtamad.