Effectiveness of mindfulness on self-esteem and social interactions of students with dyslexia

Document Type : Research Paper

Authors

1 MA. Student of Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Azad University of Science and Research, Tehran, Iran

2 2PhD of Psychology, Assistant Professor of Psychology, Faculty of Literature, Humanities and Social Sciences, Azad University of Sciences and Researches, Tehran, Iran

10.22098/jld.2024.14138.2131

Abstract

Objective: The purpose of this research was to investigate the effectiveness of mindfulness on self-esteem and social interaction of students with dyslexia.
Methods: The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of this research included all students with dyslexia in Neishabur city in the academic year of 2022-2023, 30 people (15 people in each group) were selected by available sampling method. Cooper Smith's self-esteem questionnaires (1976) and Carol Glass's social interaction perception questionnaire (1994) were used to collect data. The experimental group received the mindfulness skills test of Kabat-Zinn et al. (1992). The control group did not receive any intervention. Data were analyzed using SPSS version 23 software and multivariate analysis of covariance test
Results: The results showed that there is a significant difference between the experimental and control groups in the post-test in self-esteem and social interaction (P<0.05) and the experimental group has higher self-esteem and social interaction.
Conclusion: According to the obtained results, it can be said that the mindfulness program was effective in improving the self-esteem and social interaction of children with dyslexia. Therefore, it is suggested that specialists and therapists use this intervention to improve the self-esteem and social interaction of children with dyslexia.

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Journal of Learning Disabilities
Volume 13, Issue 2
March 2024
Pages 18-31

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