| Abstrakt: |
The present study was conducted to compare the effectiveness of the therapeutic approach of adolescent-centered mindfulness (ACM) and integral deep listening (IDL) on the academic vitality of students with anxiety disorder. The research method was semi-experimental with a pre-test, post-test & two-month follow-up design with a control group. The statistical population of the research included all students with anxiety disorder in the first secondary school of the 6th education district of Isfahan in the academic year of 2022-2023. For this aim, 1400 students from 8 schools in Isfahan were screened using the multi-stage cluster random sampling method by implementing the anxiety questionnaire of Beck et al. Two experimental groups and one control group were replaced (each group 20). Individuals of the experimental groups participated in parallel sessions of ACM (8 sessions) and IDL (8 sessions); But for the control group, there was no intervention. The measuring tool included Martin and Marsh's academic vitality questionnaire (2008). In data analysis, mixed analysis of variance test and Benferoni correction test were used in SPSS-24 software. The results showed that both treatment methods, ACM and IDL, were effective on the academic vitality of students with anxiety disorders (p<0.01). Also, to compare the effectiveness of two treatment approaches, ACM has a stronger effect on increasing academic vitality than other treatments for students with anxiety disorders (p<0.01) and the effects of the intervention have remained constant over time (p<0.01). According to the results of the current research, education officials can increase their academic vitality by implementing educational workshops and psychological interventions, by reducing stress and anxiety disorders in students. [ABSTRACT FROM AUTHOR] |
