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ORIGINAL ARTICLE
Year : 2017  |  Volume : 3  |  Issue : 4  |  Page : 224-228

Evaluate the effectiveness of teaching mindfulness on learning and study strategies of university students


1 Department of Community and Family Medicine, Isfahan Medical University, Isfahan University of Medical Sciences, Isfahan, Iran
2 Department of Mental Health and Counseling, Isfahan University of Medical Sciences, Isfahan, Iran
3 Social Determinants of Health Research Center, School of Management and Medical Information, Isfahan University of Medical Sciences, Isfahan, Iran

Correspondence Address:
Miss. Rahele Samouei
Social Determinants of Health Research Center, School of Management and Medical Information, Isfahan University of Medical Sciences, Isfahan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.180311

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INTRODUCTION: Many factors affect academic success of students among which are learning strategies and factors associated with them. This study aims to evaluate the effect of teaching mindfulness on learning strategies and learning of students in Isfahan University of Medical Sciences in the first semester of 2012. METHODS: In this study, 62 bachelor degree students were randomly selected and placed in case and control groups. Mindfulness training was carried out in 8 sessions. Before and after training, all students were asked to fill Weinstein learning strategy and 80-item mindfulness questionnaires. RESULTS: Analysis of the results showed that mindfulness training caused statistically significant improvement in components of information processing in the area of skill, attitude in the area of enthusiasm, and self-examination in the area of self-regulation (P ≤ 0.05). CONCLUSION: These results show that mindfulness training is successful in improving some components of learning strategy and academic performance.


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