Comparison of the Impact of Mindfulness Skills Training and Cognitive Behavioral Games on Problem Solving in Elementary School Students

Abstract

The present study aimed to compare the impact of mindfulness skills training and cognitive behavioral games on problem solving in elementary school students. The research method employed was quasi-experimental, utilizing a pre-test, post-test, and follow-up design (three-group design) with two experimental groups and one control group. The statistical population of this research consisted of all second-grade elementary school students (grades 4 to 6) in District 7 of Tehran during the academic year 2022-2023. From this population, 45 students were selected through convenience sampling and randomly assigned to two experimental groups (15 students each) and one control group (15 students). The mindfulness training group underwent 12 sessions of 90 minutes each, while the cognitive behavioral games group also received 12 sessions of 90 minutes of training. The tool used in this study was the Problem-Solving Questionnaire (Heppner & Peterson, 1987). Data analysis from the questionnaire was conducted using SPSS v24 software, employing both descriptive and inferential statistics (repeated measures ANOVA). The findings indicated that both interventions used in this study significantly improved problem-solving skills in elementary school students. However, the degree of improvement in problem-solving within the cognitive behavioral games group was greater compared to the mindfulness skills training group. These findings highlight the importance of mindfulness in the learning process and problem-solving during early childhood and can serve as a basis for designing effective educational programs for students.