فهرست مطالب fatemeh ghasempoor

The purpose of the present study is to identify the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in the first high-school female students in Tehran. Due to the semi-experimental method of the present study, the statistical population of all high school students in Tehran was a sample of 30 people randomly in two groups of control (15 persons) and the experimental group (15 persons). The sample size was selected from the targeted sampling method and the samples were included in the two groups of control and experimental group based on the score of the Rumination Questionnaire Nollen Hoeksema and Moro (1991) and exam anxiety Questionnaire Abolghasemi et al (1375) and the experimental group was trained during eight ninety-minute sessions of mindfulness intervention based on cognitive therapy. Data were analyzed using covariance analysis. The results showed that cognitive therapy-based mindfulness training is effective in dealing with rumination and exam anxiety in the first high school students in Tehran and the significant level of rumination and less exam anxiety. It is 0/05, so this shows that there is a significant difference between the two groups of control and experimental in the amount of rumination and test anxiety. Cognitive therapy-based mindfulness training with an effect size of 0/675 reduced rumination and reduced exam anxiety by an effect size of 0/572. Therefore it can be used as an effective intervention.

College years are a golden time in any person’s life, and campus life is an important stage in the road to obtaining a university degree.  Greater Tehran is home to most prestigious universities and colleges in the country, so there is fierce competition to get accepted in these universities. If someone is admitted to a Tehran-based university, they practically begin a new chapter in their campus life.  The present research delves deep into the challenges and difficulties of the campus life among female students of a number of Tehran’s universities.  An attempt has been made to give some insight into the somewhat vague concept of female students living on the campus.  Campuses set strict rules for daily life of female students, directly wielded by policy-making bodies in higher echelons in university administration. An in-depth qualitative content analysis of data collected by a semi-structured questionnaire filled in by 12 female students aged 21-41 attempted to make an understanding of the challenges of living on the campus.  The analysis provided 10 main categories of difficulties. Decline of privacy, paucity of leisure time, non-existence of free will, re-imposition of stereotype gender roles, and law as the master signifier stand out among other categories.