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Effectiveness of School-Based Learning to BREATHE intervention on Academic Resilience and Psychological Well-Being of students
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Alireza Eivaznezhad Firouzsalari   , Mohammad Narimani , Sajjad Basharpoor |
| Professor of psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran , narimani@uma.ac.ir |
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Abstract: (19 Views) |
Introduction: Students in today’s world face numerous academic and psychological challenges and therefore require effective and targeted interventions. Accordingly, the aim of the present study was to investigate the effect of the Learning to BREATHE mindfulness curriculum on the academic resilience and psychological well-being of students.
Method: This study was experimental research with a pretest-posttest design including an active control. The statistical population consisted of all high school students in Ardabil city during the 2024-2025 academic year. From this population, 60 students (30 girls and 30 boys) were selected through multistage cluster random sampling and randomly assigned to intervention and control groups. To measure the study variables, the Samuels Academic Resilience Scale and the Ryff Psychological Well-Being Scale were used. The two intervention groups received the Learning to BREATHE for 6 weeks, while the two control groups received routine conversation sessions simultaneously.
Results: The intervention significantly improved academic resilience in girls (η² = 0.56, p < 0.001). Similarly, in boys, the intervention significantly enhanced academic resilience (η² = 0.46, p < 0.001). However, no significant effect was observed on psychological well-being in either group (p > 0.05).
Conclusion: It can be concluded that the Learning to BREATHE mindfulness curriculum has a substantial impact on improving academic resilience among high school students and can be utilized as an effective intervention. |
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| Keywords: Psychological Well-Being, Resilience, Students, Mindfulness, Learning to BREATHE |
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Full-Text [PDF 327 kb]
(15 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/11/4 | Accepted: 2025/11/29 | Published: 2025/12/31
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