چكيده لاتين :
Positive Psychology is the scientific study of human flourishing, and an applied approach to optimal functioning. It has also been defined as the study of the strengths and virtues that enable individuals, communities and organisations to thrive (Gable & Haidt, 2005, Sheldon & King, 2001). Flow and grit are the key concepts underpinning positive psychology. Seligman (2011) insists on engagement, for instance, by regularly entering into a state of flow (Csikszentmihalyi & LeFevre, 1989), and seeking and realizing achievement (Geller & Wiegand, 2005). Csikszentmihalyi (1990) characterizes flow as a state of optimal experience. The most important features of flow are effortless attention, absence of time awareness, and absence of emotion. Seemingly contradictory, Duckworth, Peterson, Matthews, and Kelly (2007) suggest that grit, characterized as passion and persistence for long-term goals and the associated exercise of self-control (Duckworth & Seligman, 2005), are key predictors of sustainable achievement. Mindfulness is another significant factor for human self flourishing. It has been defined as the state in which one attends to their internal and external surrounding purposfully, at the moment, and non-judgmentally (Kabat-Zinn, 1994). Universal interventions that incorporate contemplative practices, like yoga and mindfulness, have resulted in positive outcomes, such as increasing emotion regulation (Rashedi, Weakley, Malhi, kunakorn & Sheldon 2019). Flow and mindfulness share a number of defining characteristics. Flow can perhaps best be described as an optimal psychological state of peak performance that can occur when there is a balance between perceived challenges and skills (Csikszentmihalyi, 1990). Although there are studies considering the correlation between, for instance, mindfulness education and flow or mindfulness education and grit, there is no research investigating the impact of mindfulness education on both flow and grit. This study is an investigation to answer the following research questions: Research Questions: - Does mindfulness education of high school female students have any impact on flow? - Does mindfulness education of high school female students have any impact on grit?
Method
This is an experimental research, using a pre-test-post-test approach with control group design. The statistical population included all high school female students in Abarkouh, Extended Abstracts of the Persian Articles in English and the participants were 30 students recruited through multi-cluster sampling method. Using simple randomized method, they were divided into two experimental and control groups. To collect data, the short forms of flow and grit scale questionnaires were used as the pre-test in both groups. Then, the mindfulness education, as the independent variable (intervention), was conducted only in the experimental group in 10 sessions of 90 minutes each; the control group did not receive any instruction. At the end of instruction, the questionnaires were administered again in both groups as post-tests. Data were analysed by covariance analysis.
Results
The results showed that the mindfulness education instruction has a positive and meaningful impact on the flow and grit of female students.
Discussion
The findings showed that the mindfulness education has an impact on flow. This finding is in agreement with those of Kee and Wang (2008), Aherne, Moran & Lonsdale (2011), Bervoets (2013), Bernier, Thienot, Pelosse, and Fournier (2014) and of Zhang, Duan, Keatley, and Chan (2016). In fact, flow and mindfulness share many features, including non-judgemental, non-self-conscious, moment-to-moment awareness, and concentration on the task (Gardner & Moore, 2007). Increasing mindfulness, flow and psychological flexibility has implications for the students’experience while studying. The finding of the present study also showed that mindfulness education had a statistically significant effect on the grit of female students. This finding is in agreement with those of Hochanadel and Finamore (2015), Raphiphatthana and Phatthanakit (2019). Mindfulness is hypothesized to have an impact on several psychological skills, such as arousal regulation, attentional skills, volitional skills, personal development, and life skills (Birrer & Morgan, 2010). Finally, mindfulness education may be beneficial in encouraging people to succeed, and have meaningful, pleasurable, and engaging lives, while also reaching their goals, becoming successful, and flourishing. It is recommended that this research be conducted in other academic levels, including university levels, on males, and in other cities. It is also recommended that mindfulness education be conducted for teachers and students.
