عنوان مقاله [English]
Aim: The purpose of this study was to determine the effectiveness of Mindfulness Training on anxiety sensitivity, self-concept and academic self-efficacy in students with dysgraphia. Methods: Research method was quasi-experimental with pretest, posttest, and control group and a two month follow up. The statistical population included all girls and boys between the ages of 9 to 15 at elementary school level who referred to Kermanshah Province’s Education Learning Disorder Center, in 2017. The number of patients diagnosed as having Dysgraphia was 114. Of these, using convenience sampling, 30 students were selected and randomly assigned to an experimental group and a control group. Measurement tools were Reis & Mcnally’s Anxiety Sensitivity Index (1985), Beck, Steer, Epstein & Brown Self-Concept Test (1990), Jings & Morgan’s Educational Self-Efficacy Inventory 1999 (Quoted by Mazaheri and Sadeghi, 2015), Kabat-Zinn’s Mindfulness Training Program (1992). Participants in the experimental group received eight weekly 90-minute sessions of Mindfulness Training Program. Data gathered from questionnaires filled out by both groups were analyzed in three stages using mixed variance analysis with repeated measurement. Results: Findings showed that Mindfulness Training has a significant effect on anxiety sensitivity (F= 16.46, P= 0.001), self-concept (F= 51.97, P= 0.001), and educational self-efficacy (F= 69.69, P= 0.001) and this effect remained unchanged in the two month follow-up phase. Conclusion: Since mindfulness training leads to the acceptance of emotions and physical and psychological symptoms in the students, it can be used as an effective intervention method for the decrease of psychological problems, especially in children with dysgraphia.