The Effectiveness of Teaching Mindfulness on Positive Thinking and Job Satisfaction

The present study was an attempt to determine the effectiveness of teaching mindfulness on positive thinking and job satisfaction of Refah Bank Foreign Affairs Department staff in Tehran. The study was experimental and included a pilot study conducting pretest-posttest on the control group. The statistical population of the research included 56 individuals who were the staff of Refah Bank Foreign Affairs Department in Tehran in 2019-20. The research sample included 30 volunteers selected through simple random sampling, who were divided randomly into two groups: experiment group (15) and control group (15). The research instrument comprised of Minnesota Job Satisfaction Questionnaire (MSQ) (2009), and Ingram and Wisnicki’s (1998) Assessment of Positive Automatic Cognition (ATQ-P) (1998). The data analysis used in the descriptive part included frequency, percentage, central tendency (mean) and dispersion indices (standard deviation) and in the inferential part, Shapiro test was used for data normalization and analysis of covariance (ANCOVA). The results of data analysis showed that teaching mindfulness is effective on employees’ job satisfaction at the level of 0.05 with a coefficient of f=18.85; and that teaching mindfulness in groups is effective on positive thinking of employees at the level of 0.05 with a coefficient of f=17.06. Therefore, teaching mindfulness has proved to be effective on positive thinking and job satisfaction of employees. Teaching mindfulness affects positive thinking and job satisfaction of the Staff of Foreign Affairs Department of Refah Bank.