The effectiveness of adolescent-oriented mindfulness training on academic burnout and social anxiety symptoms in students: experimental research.

The aim of this study was to investigate the effectiveness of adolescent-oriented mindfulness training on academic burnout and social anxiety symptoms in students. The current study was a semi-experimental type with a pretest-posttest design with a control group with the measurement at baseline after the intervention and a 3-month follow-up. The statistical population included all high school students with symptoms of social anxiety who were studying in Tehran in the academic year 2022. Among the students, 100 students were selected as a sample by purpose-based sampling and randomly assigned to two experimental and control groups (50 people). The tools of this research were a researcher-made demographic questionnaire, social anxiety questionnaire, academic burnout questionnaire, and adolescent-oriented mindfulness protocol. Data analysis was performed using analysis of variance with repeated measures. The results showed that adolescent-oriented mindfulness training had a significant effect on reducing academic burnout and social anxiety symptoms of students (P<0.001). Based on the findings of the research, it can be said that adolescent-oriented mindfulness training is effective in reducing academic burnout and social anxiety symptoms of students.

The effectiveness of neurofeedback on the management of academic performance in students with academic failure: experimental research.

The present study aimed to study the impact of neurofeedback on the academic performance of nursing students with academic failure. Methods: This study was an experimental one with a pretest-posttest design with a control group. The statistical population of this research was the nursing students of the Faculty of Nursing, Tehran University of Medical Sciences University of Medical Sciences. The sample of this study consisted of 60 individuals chosen by a simple random sampling method and two experiment groups (N=30) and a control group (N=30) were replaced by accident. Neurofeedback was an advanced Raven test and a researcher-made questionnaire for data collection. Thereafter, the experimental group was treated with neurofeedback for 7-10 weeks and 20 50-min therapeutic sessions as the experimental condition. In the first 130 s, the baseline was determined for the individual, and during the session, the baseline was practiced. Each session consisted of six exercises, each lasting 7 min. Results: The results of the covariance analysis showed that students who had an educational drop and were trained in neurofeedback sessions showed a significant increase in the next half (P<0.05) compared to the control group. Conclusion: The results of this study showed that neurofeedback is an effective method for managing the academic performance of nursing students with academic failure.