Based on previous studies, various factors including the mindfulness-based stress reduction training can affect emotional problems. This study was conducted to evaluate the effectiveness of the mindfulness-based stress reduction training on emotional problems of students. This was a quasi-experimental study with pretest and posttest design with control group. The statistical population of this study consisted of all high school students of the first grade of Urmia city, 30 of which were selected by random cluster sampling and assigned to two experimental groups (15 student) and control (15 student). The data were collected using the Goodman Problems Questionnaire (1997). The subjects in the experimental group received 8 sessions of mindfulness-based stress reduction training but the control group did not receive any intervention. For analyzing the data, univariate analysis of covariance was used by SPSS software. Results showed that mindfulness-based stress reduction training reduced student's emotional problems and this effectiveness has continued in the follow-up stage(P <0.01). Therefore, the mindfulness-based stress reduction training is an effective way to reduce emotional problems.

The aim of this study was to investigate effect of mindfulness-based stress reduction training on cognitive flexibility and happiness among men with physical disabilities.
This is a pretest-posttest control group quasi-experimental study. The population included all men with physical disabilities under the auspices of the Social Welfare Organization in Kamyaran-Iran in 2015-2016. Convenience sampling was used to recruit 30 participants. The research instruments were Cognitive Flexibility Inventory (CFI) developed by Denis and Vandral (2010) and Oxford Happiness Questionnaire developed by Argyle and Hills (1989). The participants were assigned to control and experimental groups in equal numbers. The experimental group received Kabat-Zinn mindfulness-based stress reduction training in eight sessions. Covariance analysis (ANCOVA) was used to analyze the data.
Analysis of variance showed significant differences between the experimental and control groups for the treatment’s effectiveness in improving.
Mindfulness -based stress reduction training is useful for improving cognitive flexibility and happiness among men with physical disabilities.

The aim of this study was to determine the effectiveness of mindfulness-based stress reduction training on academic self-regulation and self-expression of female high school students in Jolfa. The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all female high school students in Jolfa city in the 99-98 academic year. Using purposive non-random sampling method, Savari and Arabzadeh (2013) educational self-regulatory questionnaires and Shrink (1980) expression scale were administered among students and among those in both questionnaires a standard deviation lower than Average scores were obtained. Thirty people were purposefully selected based on the entry and exit criteria and randomly assigned to the experimental and control groups in equal proportions. The experimental group received training in the form of 8 sessions of mindfulness-based stress reduction training program, but the subjects in the control group did not receive any training. Then post-test was performed for both groups. Data were analyzed using analysis of covariance. Findings showed that mindfulness-based stress reduction training program significantly increased academic self-regulation (F = 0/110; P = 0.001) and increased assertiveness (F = 6/29; P = 0.001). According to the findings of the present study, mindfulness-based stress reduction training program can be used to increase academic self-regulation as well as increase assertiveness skills

The purpose of this Study was to examine the effect of mindfulness-based stress reduction training program on academic procrastination and academic buoyancy of adolescent female students. In a experimental study using a pretest-posttest followup design with a control group, 60 female students were selected according to the inclusion and exclusion criteria and then in the secondary screening using a clinical interview form, 30 people were selected and they were randomly assigned to the experimental group and the control group. In the pretest stage, Participants completed scales of academic procrastination and academic buoyancy and then during the intervention process, the experimental group received mindfulness -based stress reduction training program and the control group received study skills training program for 8 sessions. After the intervention, both groups again responded to both scales in posttest and fallowup stages. The results of the mixed analysis of variance test showed that the group receiving the mindfulness-based stress reduction training program showed not only a generally decrease in academic procrastination and a greater improvement in academic buoyancy than the control group; rather, over time, this effect was maintained for the experimental group, which shows the stability of the intervention effect. In general, the results of this study supported the influence of mindfulness-based stress reduction training program on academic problems and documented the use of this program by academic therapists and counselors/advisors in the educational settings.

The present study was conducted to investigate The effectiveness of mindfulness based stress reduction training on the cognitive fustion and alexitimia of adolescents with internalizing behavior disorder. The present study was semi experimental (with experimental and control groups) with three-stage (pretest, posttest, follow-up) and two-month follow-up period design. The statistical population of the research included adolescents with internalized behavior disorder who were studying in the first period of secondary school in the academic year of 2022-2023 in Qom city. 37 adolescents with internalizing behavior disorder were selected through purposive sampling method and randomly accommodated into experimental (19 people) and control groups (17 people). The experimental group received ten ninty-minute sessions of mindfulness based stress reduction training during ten weeks. The applied questionnaires included Cognitive Fustion Questionnaire (Gillanders et al, 2014), Alexitimia Questionnaire (Bagby, Parker, Taylor, 1994) and Children and Adolescents Behavioral Inventory (Achenbach, Rescorla, 2001) (CABI). The data from the study were analyzed through mixed ANOVA method via SPSS23 software. The results showed that mindfulness based stress reduction training has significant effect on the cognitive fustion and (F=39.15; Eta=0.53; P<0001) and alexitimia (F=73.07; Eta=0. 68; P<0001) of adolescents with internalizing behavior disorder. According to the findings of the present study it can be concluded that mindfulness based stress reduction training can be used as an efficient method to decreace cognitive fustion and alexitimia of adolescents with internalizing behavior disorder through applying the how to deal with stress and act mindfully (breathing, eating, sitting and walking mindfully).

The main propose of current research  was studying the effectiveness of mindfulness based stress reduction training on mental health and perceived stress in mothers of ADHD children in Ahwaz. This study was semi-experimental with pretest-post test and control group. The sample included 32 mothers having a child with ADHD and were divided to experimental and control group randomly. Each group members fulfilled Mental Health Questionnaire (Goldberg & Hiller, 1992) and Perceived Stress Scale (Cohen, 1983) before intervention. Then, the experimental group participated in 8 mindfulness based stress reduction sessions during 2 months. After terminating intervention, both groups had the post test. Based on results from ANCOVA (P> 0/001), two groups were significantly different; mentioning that mindfulness based stress reduction training resulted the increasing of mental health and decreasing the perceived stress in mothers with ADHD children.

The present study was conducted to investigate the efficacy of mindfulness-based stress reduction training on social adjustment and self-care behaviors in cardiac patients with signs of depression (after open surgery). The present study was a quasi-experimental design with a pretest, a posttest, a control group, and a 2-month follow-up period. The statistical population of the study included patients who had undergone open heart surgery and were admitted with depressive symptoms to specialized cardiac hospitals (Chamran, Sina, and Milad) in Isfahan in the second half of 2019. Thirty-five cardiac patients with signs of depression were selected by purposive sampling and randomly divided into experimental and control groups (16 patients in the experimental group and 19 patients in the control group). The experimental group received eight seventy-five-minute sessions of mindfulness-based stress reduction interventions for two months. The questionnaires used in this study included the Depression Questionnaire, the Social Adjustment Questionnaire, and the Self-Care Behaviors Questionnaire. The data of the study were analyzed by repeated measures ANOVA using SPSS-23 statistical software. The results showed that mindfulness-based stress reduction training had a significant effect on the social adjustment and self-care behaviors of cardiac patients with signs of depression (p<0.001). The results of the present study suggest that mindfulness-based stress reduction training can be used as an effective intervention to improve social adjustment and self-care behaviors in cardiac patients with signs of depression by using techniques such as mindful attitudes, mindful activities, confronting problematic feelings and emotions, and breathing exercises to manage anger.

Students with a social anxiety disorder (SAD) face a variety of problems such as early dropout, academic failure, and avoidance of social situations. The present study aimed to investigate the effects of mindfulness-based stress reduction training on cognitive avoidance and emotion regulation strategies in female students with SAD through an emotional schema therapy (EST) approach. In this semi-experimental study, a Pretest-Posttest Control Group design was used. The study population included female high school students with SAD in Ahvaz, Iran, in 2023. Out of 120 students with SAD who met the inclusion criteria, 75 were randomly selected as the study participants and were then assigned to three groups of 25 (two experimental groups and one control group). Training sessions for mindfulness-based stress management and EST were conducted in eight 90-minute sessions twice a week. For data collection, the Cognitive Avoidance Questionnaire and Emotion Regulation Questionnaire were used. Data analysis was done using the ANCOVA test and SPSS version 23. P-value less than 0.05 was considered significant. In the posttest, mean±SD for cognitive avoidance, reappraisal, and suppression in the mindfulness-based stress reduction training group was 50.71±6.78, 32.87±2.65, and 14.08±5.68, respectively; suggesting a significant difference as compared with the control group (82.91±2.18, 12.53±6.75, and 20.81±2.74) (P<0.001). In addition, mean±SD for cognitive avoidance, reappraisal, and suppression in the EST group and the post-test phase was 61.52±5.71, 38.91±1.15, and 10.36±7.32, respectively; suggesting a significant difference as compared with the control group. The mindfulness-based stress management training was more effective than EST in reducing cognitive avoidance (P<0.001). By contrast, EST was more effective than mindfulness-based training in improving emotion regulation strategies (P<0.001). The study results suggested that mindfulness-based stress management training and EST can effectively reduce cognitive avoidance and improve emotion regulation strategies in students with SAD.

The present study was conducted to investigate the effectiveness of mindfulness-based stress reduction training on the quality of life among female-headed households.The research method was quasi-experimental with pre-test and post-test design according to control group. The statistical population of this study comprised of wholewomen heads of households of Rasht city in the year of 2013-2014 (N=687). Among them thirty persons were selected randomly from this society assigned to two experimental (15 persons) and control groups (15 persons). in 8 sessions of mindfulness based stress reduction was been trained to the experimental group. Quality of Life Questionnaire was used for data gathering in pre and post test.The gathered data were analyzed using covariance analysis. Findings indicated that the research hypothesis related to effect of mindfulness-based stress reduction program on quality of life of female-headed householdshas been proven as female-headed households of experimental group in comparing to control group, obtained higher scores in quality of life. The results of this study shows that mindfulness based stress reduction is effective for quality of life in female-headed households,thunit can be used as useful method for improving the quality of life in female-headed households.

The aim of the research was to explore the effectiveness of mindfulness-based stress reduction (MBSR) training on high school girl students’ academic hope, academic hardiness, academic adjustment, and mindfulness. The research method was quasi-experimental of the pre-test, post-test, and follow up kind with experimental and control groups. Among all high school girl students in the city of Rabore in Kerman province, 40 of them were recruited using convenience sampling method, and then through a simple random sampling method, they were placed in two groups, experimental and control groups, each one twenty participants. The instruction was in eight two-hour sessions of Kabat-Zinn’s and Kabat-Zinn and Hanh’s Mindfulness-Based Stress Reduction. To collect the data, Khormaee and Kamari’s academic hope scale, Kubasa and colleagues’ academic hardiness scale, Baker and Siryk’s student adaptation to college questionnaire, and the Freiburg mindfulness inventory-short form were utilized. The analysis of results of the multivariate analysis of covariance reveal that mindfulness-based stress reduction training causes a significant change in high school girl’s academic hope, academic hardiness, academic adjustment, and mindfulness. It is concluded that having mindfulness in educational settings causes positive changes in education and educational environments at an optimum level.