The influence of mindfulness techniques on the development of the cognitive and vocational sphere of school students

Матвієнко, Лариса Іванівна and Етке, Ольга Сергіівна (2023) The influence of mindfulness techniques on the development of the cognitive and vocational sphere of school students Габітус. Науковий журнал з соціології та психоогії. (50). pp. 41-45. ISSN 2663-5208, 2663-5216

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The article examines the scientific basis for the use of mindfulness techniques in the education system. Mindfulness is interpreted by researchers as a complete non-evaluative focus, the concentration of attention on the present moment of reality, with its complete acceptance, registration of various aspects of this reality, but without attempts to interpret them. Now this method is intensively developed, its modifications are being developed for different population groups (from teaching children in schools to using it for the elderly and dying in hospices), for different types of problems and disorders. However, the results are mixed, with some studies finding improvements in attention switching associated with mindfulness training, while others have found no significant improvement in attention switching after such an intervention. Therefore, the issue of applying mindfulness techniques in the education system remains relevant. An experimental study was conducted to investigate the impact of mindfulness techniques on the development of the cognitive and volitional sphere of schoolchildren. The sample consisted of 60 respondents. The experimental group included 30 students with whom mindfulness practices were conducted. The control group also included 30 students who did not practice mindfulness techniques. The first stage is data collection, namely a questionnaire and a survey of a group of subjects. The second stage consisted of daily mindfulness practice and journaling (daily performance notes). Mindfulness techniques were practiced with students in the morning, in the middle of classes and at the end of the school day. Mindfulness techniques were not practiced with the respondents of the control group. At the beginning and at the end of the study, both groups were diagnosed with indicators of cognitive processes (memory, attention, imagination) and the volitional sphere of the students (tenaciousness, patience, organization, volitional self-regulation, perseverance, self-control were determined), as well as the presence of difficulties in behavior and adaptation problems. According to the Student's t-test, no significant differences were found between the indicators of the respondents of both groups before and after the formative stage of the experiment. Conclusions are obtained on the basis of percentage analysis, correlation analysis and narrative method. Participants who practiced Mindfulness observed an improvement in their attention and mnemonic functions. It is interesting that among the respondents of the experimental group, the number of exercises is inversely correlated with indicators on the scale of signs of problems in relationships with peers. The majority of participants noted the emergence and strengthening of a subjective sense of well-being, increased work capacity, while sometimes emphasizing the emergence of some slowness in connection with this. The more and more frequently the respondents practiced mindfulness techniques, the more their relationships with their peers improved. The participants also talked about their experience of using mindfulness practice already after the classes and its positive effects.

Item Type: Article
Uncontrolled Keywords: mindfulness techniques; awareness; attention; memory; volitional sphere.
Subjects: Статті у наукометричних базах > Index Copernicus
Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Факультет психології, соціальної роботи та спеціальної освіти > Кафедра практичної психології
Depositing User: Лариса Іванівна Матвієнко
Date Deposited: 24 Oct 2023 07:50
Last Modified: 24 Oct 2023 07:50

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