The effectiveness of mindfulness-based cognitive therapy and acceptance and commitment therapy on medical science students’ subjective well-being, psychological distress, and emotion regulation

Googhari, Zohreh Shahsavari; Hafezi, Fariba; Asgari, Parviz; Heidari, Alireza

doi:10.34172/jsums.2022.07

Cited by 10 publications

(7 citation statements)

References 34 publications

(36 reference statements)

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“…Research is sometimes almost the same treatment, but added other variations. An example of this research is that subjective well-being can be improved through mindfulness-based cognitive therapy (Shahsavari Googhari et al, 2022). Another way to increase subjective well-being is through online channels (Ardi et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Mindfulness Counseling to Improve Orphan Adolescents’ Subjective Wellbeing

Silvianetri¹,

Irman²,

Fitriani³

et al. 2022

Ta'dib

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The main problem in this study is the lack of subjective well-being levels of orphan adolescents. The purpose of this study was to reveal empirical data related to the effectiveness of mindfulness counseling to improve the subjective well-being of orphan adolescents. The population of this research is teenagers who live in Panti Sosial Bina Remaja Padang Panjang, West Sumatra. To measure the level of subjective wellbeing using an instrument namely subjective wellbeing scale that has 32 items. The research sample are 20 teenagers who were taken randomly with simple random sampling technique. The research sample was divided into 2 groups, namely the experimental group which consisted of 10 orphaned adolescents and the control group which also consisted of 10 orphan adolescents. Treatment was given with different techniques in the experimental group and the control group. The experimental group was given mindfulness counseling, and the control group was given lectures. Each group received 6 sessions of treatment. Data analysis used independent t test, which was processed using SPSS for Windows version 20.0. Prior to hypothesis testing, prerequisite tests were conducted, namely through normality and homogeneity tests. The results showed that mindfulness counseling was effective in improving subjective well-being, with an increase in the experimental group of 43.4 points compared to the control group, and a value of P = 0.0001

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Mindfulness Counseling to Improve Orphan Adolescents’ Subjective Wellbeing

Silvianetri¹,

Irman²,

Fitriani³

et al. 2022

Ta'dib

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“…This article was extracted from a Ph.D. dissertation by Zohreh Shahsavari Googhari in the Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran (Ethics Code: IR.IAU.AHVAZ.REC.1399.037). Part of this project has already been published (31).…”

Section: Methodsmentioning

confidence: 99%

Effect of Mindfulness-based Cognitive Therapy on Subjective Well-being and Psychological Distress of Kerman University of Medical Sciences Students

et al. 2022

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Background: Mental health is a significant component of academic achievement, while psychological distress can reduce academic performance. Objectives: The present study aimed to investigate the effect of Mindfulness-based Cognitive Therapy (MBCT) on subjective well-being and psychological distress of Kerman University of Medical Sciences students. Methods: In this quasi-experimental study, the study population included all Kerman University of Medical Sciences students in 2020. The study sample consisted of 30 university students randomly divided into two groups: control (n = 15) and experimental (n = 15), using convenience sampling. The experimental group received eight 90-minute MBCT sessions biweekly. The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.

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“…Another explanation is that mindfulness helps people in adjusting negative behavioral patterns and automatic thoughts and positive behavioral regulation, and by combining vitality and clearly seeing experiences, it can create positive changes in various characteristics, and by prevent- ing the occurrence of negative thoughts, it spreads posi-tive thoughts (47). Therefore, it seems that mindfulness exercises can lead to the reduction of negative thoughts and emotions, which are known to be an effective factor in the continuation and emergence of procrastinating behaviors.…”

Section: Sessionmentioning

confidence: 99%

The Effectiveness of Mindfulness-based Cognitive Therapy on Academic Emotions and Academic Optimism of Procrastinating Students

Asani¹,

Panahali²,

Abdi³

et al. 2022

Mod Care J

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Background: Academic procrastination refers to the deliberate postponement of academic assignments despite being aware of the negative consequences. Objectives: This study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on academic emotions and academic optimism among procrastination students. Methods: The present study was a semi-intervention type. The statistical population of the study consists of all procrastinating students of Payame Noor University, Bostan Abad Branch, who were studying in the academic year 2020. The study sample included 30 undergraduate students who were selected by convenience sampling and randomly divided into two groups (15 persons in the intervention group and 15 persons in the control group). Also, the intervention group was treated for eight sessions of one hour based on Kabat Zinn treatment protocol. To collect data, Tuckman Procrastination Questionnaire, Pekrun Academic Emotions (2002), and Academic Optimism Questionnaire were used. To analyze the data, covariance was used, which was analyzed with SPSS-23. Results: The results showed that mindfulness-based cognitive therapy increased positive emotions such as pleasure (P < 0.01), hope (P < 0.01) pride (P < 0.01), and decreased negative emotions, i.e., anger (P < 0.01), anxiety (P < 0.01), shame (P < 0.01), disappointment (P < 0.01), and fatigue (P < 0.01) in the intervention group. Also, the results of the variable of academic optimism showed that cognitive therapy based on mindfulness was associated with an increase in the components of trust (P < 0.01) and academic emphasis (P < 0.01), while on the component of the sense of identity (P > 0.01) had no significant effect. Conclusions: Based on the findings of the present study, it was found that mindfulness training can be used as an effective intervention to moderate positive academic emotions and increase students' academic optimism.

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The effectiveness of mindfulness-based cognitive therapy and acceptance and commitment therapy on medical science students’ subjective well-being, psychological distress, and emotion regulation

Cited by 10 publications

References 34 publications

The Effectiveness of Mindfulness Counseling to Improve Orphan Adolescents’ Subjective Wellbeing

The Effectiveness of Mindfulness Counseling to Improve Orphan Adolescents’ Subjective Wellbeing

Effect of Mindfulness-based Cognitive Therapy on Subjective Well-being and Psychological Distress of Kerman University of Medical Sciences Students

The Effectiveness of Mindfulness-based Cognitive Therapy on Academic Emotions and Academic Optimism of Procrastinating Students

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