Students have some problems related to stress and anxiety during their university years when they go through important transitions and change processes in their lives. In this sense, mindfulness program based on solution-focused approach is considered to raise the mindfulness levels of students, reinforce their self-esteem, and lower their anxiety levels. Therefore, this study comprehensively examined the effects of mindfulness program based on solution-focused approach on the self-esteem, mindfulness levels, and anxiety of university students. A significant difference was found between the scores of the students before and after the program on their trait anxiety levels, mindfulness, and self-esteem levels. In this case, it could be asserted that the mindfulness program based on the solution-focused approach had positive effects on their self-esteem, mindfulness, and anxiety levels of the students.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
SUPPORTIVE_CARE
Masking
DOUBLE
Enrollment
39
the experimental group received 90 minutes of solution-oriented based mindfulness practices one day a week for eight weeks
Ondokuz Mayıs University
Samsun, Atakum, Turkey (Türkiye)
Rosenberg Self-Esteem Scale (RSES)
Morris Rosenberg (1965) developed the scale to assess self-esteem in adolescents. Çuhadaroğlu (1986) conducted the reliability and validity study of the scale in Turkiye. The scale has a total of 63 items. For the purpose of the study, the first 10 items of the scale were used to assess self-esteem. The questions are rated by the Guttman evaluation method. A score of 0-1 indicates a high level of self-esteem, 2-4 indicates a medium level of self-esteem and 5-6 indicates a low level of self-esteem
Time frame: first week and the end of the eighth week
State-Trait Anxiety Inventory-STAI
Spielberger et al., (1970) developed the State and Trait Anxiety Inventory, consisting of two subscales, each with 20 items. Öner and Le Compte (1985) adapted the State-Trait Anxiety Inventory into Turkish and conducted its validity and reliability. The State Anxiety subscale (STAI-S) determines how the individual feels at a specific moment and under certain conditions, and the Trait Anxiety subscale (STAI-T) determines how the individual usually feels. The total score for both subscales ranges between 20-80 points; high scores indicate a high level of anxiety. During the score calculation of the State Anxiety Inventory, items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20 are reversed expressions. During the score calculation of the Trait Anxiety Inventory, items 21, 26, 27, 30, 33, 36, and 39 are reversed expressions
Time frame: first week and the end of the eighth week
Mindful Attention Awareness Scale (MAAS)
Brown and Ryan (2003) developed a 15-item scale to assess the general tendency to be mindful of and attentive to momentary experiences in daily life. Özyeşil et al., (2011) conducted the validity and reliability of the scale in Turkiye. The MAAS is a 6-point Likert-type scale. The MAAS has a single-factor construct and yields a single total score. High scores of the scale indicate a high level of mindfulness
Time frame: first week and the end of the eighth week
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