Clinical Psychology: Research and Practice Innovations

Clinical Psychology: Research and Practice Innovations"

The effectiveness of mindfulness-based education on emotional creativity and academic engagement of students with oppositional defiant disorder

Document Type : Original Article

Authors
abdoljalal toomaj 1
Siavash Talepsand 2
1 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
10.22075/jcp.2025.37669.3185
Abstract
Background: The aim of the present study was to investigate the effectiveness of mindfulness-based education on emotional creativity and academic integration of students with confrontational disobedience.

Method: The method of the present research was a semi-experimental one with a pre-test/post-test design of control and experimental groups. The statistical population of the study included all sixth grade elementary school students suffering from oppositional defiant disorder in Golestan province in the academic year of 1402-1401. The participants were 40 students with oppositional defiant disorder who were selected using the accessible method. All of them completed the Homersen et al.'s (2006) Oppositional Defiant Disorder Questionnaire, April's (2001) Emotional Creativity, and Rio and Tseng's (2013) Academic Blend.

Results: The findings of the study showed that mindfulness-based training had a significant positive effect on post-test score changes in the variables of modernity (0.75), honesty effectiveness (0.81), readiness (0.77), factorial (0.71), behavioral (0.78), cognitive (0.74), and emotional (0.72).

Conclusion: It can be concluded that mindfulness-based education increases emotional creativity and academic engagement of students with counter-insurgency.
Keywords
mindfulness training
emotional creativity
academic inclusion
oppositional defiant disorder
Subjects

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  • Receive Date 22 July 2025
  • Revise Date 28 November 2025
  • Accept Date 22 December 2025
  • First Publish Date 22 December 2025
  • Publish Date 20 February 2026