Document Type : Research Paper
Authors
1
PhD student in Educational Psychology, Allameh Tabataba’i University Tehran, Iran.
2
Associate Professor, Department of Educational Psychology,Allameh Tabataba’i University, Tehran, Iran.
3
Associate Professor, Department of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran.
4
Professor of Measurement and Measurement Department, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
5
Assistant Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
Abstract
The present study was conducted to investigate the effectiveness of mindfulness skills training on emotional self-regulation of children with anxiety disorder. The research method was semi experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the research included children with anxiety disorders who were studying in the fourth and fifth grade of primary school in the academic year of 2020-2021 in Tehran. Thirty seven children with anxiety disorder were selected through purposive sampling method and were randomly accommodated into experimental and control groups (18 children in the experimental and 17 children in the control group). The children in the experimental group received ten seventy-five minutes sessions of mindfulness skills training during two-and-a-half months. Children's Anxiety Questionnaire (CIQ) (Spence, 1999) and emotional self-regulation Questionnaire (ESRQ) (Shields, Cicchetti, 1998) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that mindfulness skills training has significant effect on the anxiety (p
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