zahra fadaei vatan; Mahnaz Estaki; afsaneh ghanbari panah; roya kochak entezar
Abstract
Abstract The present study aimed studying the Comparison of Mindfulness-Based Cognitive Therapy and cognitive reconstructing training effectiveness on social and emotional self-efficacy in students with learning problems. This research method is a semi-experimental with pretest-posttest and control group ...
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Abstract The present study aimed studying the Comparison of Mindfulness-Based Cognitive Therapy and cognitive reconstructing training effectiveness on social and emotional self-efficacy in students with learning problems. This research method is a semi-experimental with pretest-posttest and control group design. The population was all Tehran first region middle school girl students. Research samples insists of 45 students who selected to take parting in the study and chose according to convenience judgmental sampling method after took identical test (Scale of Perceived Social Self-Efficacy (PSSE), Emotional Self-Efficacy Scale (ESES) and Colorado Learning Difficulties Questionnaire (CLDQ)) and then was divided into two experimental groups and one control groups randomly (30 experimental group and 15 control group). First experimental group received Mindfulness-Based Cognitive Therapy in 20 sessions, second experimental group received cognitive reconstructing training in 20 sessions, but control group did not receive any intervention. Data was analyzed through covariance analysis (ANCOVA). Research findings indicate that both intervention method increase social and emotional self-efficacy. Mindfulness-Based Cognitive Therapy and cognitive reconstructing training are effective for enhance motivation, self-efficacy, and self-esteem. Research results suggest that trainers, teachers and psychologists administer these intervention methods for the personal and educational improvement in learning disabled students.