Neurocycle Mind-management Approach: Effect on the Resiliency and Wellbeing of Female University Students

Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
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JR_CJNS-9-4_002

تاریخ نمایه سازی: 29 آذر 1402

Abstract:

Background: The neurocycle model has been developed based on cognitive neuroscience studies and can be applied to manage the functioning of the mind. Objectives: The present study investigated the effectiveness of the neurocycle mind-management approach in the resiliency and wellbeing of female university students. Materials & Methods: This single-subject experimental study was conducted based on the AB model. The research population comprised all single female university students aged ۲۰ to ۳۰ years studying at Khatam University in ۲۰۲۲. The participants were ۳ students who attended the training intervention, and one was the control. The study data were collected using Connor and Davidson’s (۲۰۰۳) resilience scale and Ryff’s (۱۹۸۹) psychological wellbeing scale. Data analysis was performed through chart analysis, clinical improvement rate, and reliable change index. Results: The obtained data revealed that the students’ resilience and psychological wellbeing scores increased compared to the baseline and control values. The overall improvement rates of the participants in terms of resilience and psychological wellbeing were ۴۵.۲۳% and ۴۳.۸۹%, respectively, though not clinically significant. In all three participants, the reliable change index in both variables was higher than ۱.۹۶, so the impact of the intervention was statistically significant. Based on the follow-up phase results, the effects of the intervention increased after ۱ month from the last intervention session, but the improvement was not significant. Conclusion: The neurocycle mind-management technique can be explored and used as an effective intervention to improve female university students’ resilience and psychological wellbeing.

Authors

Mona Mansoori

Department of Psychology & Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran

Anahita Khodabakhshi-Koolaee

Department of Psychology & Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran