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76]

Original Article

Role of mindfulness training on psychological capital

of Isfahan University of Medical Sciences students
Rahele Samouei, Farzane Ghasemi1
PhD Student of Health Management in Disasters, Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan,
1
Consultation of Center, Isfahan University of Medical Sciences, Isfahan, Iran

Address for Correspondence:
Miss. Rahele Samouei,
PhD Student of Health Management
in Disasters, Social Determinants
of Health Research Center, Isfahan
University of Medical Sciences,
Isfahan, Iran
E‑mail: Samouei@mail.mui.ac.ir
ABSTRACT
Introduction: Given the novel and applied nature of mindfulness techniques and due to the
importance of psychological capital on the lives of students, this study aims to investigate the role of
mindfulness education on psychological capital of students of Isfahan University of Medical Sciences.
Methods: This study uses semi‑empirical method with pretest and posttest to study two groups of
students of Isfahan University of Medical Sciences with the help of five‑factor mindfulness questionnaire
and psychological capital questionnaire with acceptable validity and reliability in eight sessions. The
results were gathered after  three months and analyzed using student’s t‑test. Result: The results of
comparison between the average posttest score of test and control groups showed no significant
difference between the two groups. Conclusions: Given the fact that the effectiveness of these
types of interventions has been confirmed by various studies, by controlling executive limitations
before educational interventions, it is possible to achieve better results.
Key words: Isfahan University of Medical Sciences, mindfulness, psychological capital

Introduction Studies show that positive feelings, optimism, and

Interventions based on mindfulness are among the third
generation or third wave cognitive‑behavioral treatment
methods and include a form of meditation which has its
roots in eastern religions especially Buddhism.
Mindfulness is an active mental process in which attention
and awareness of emotions, thoughts, excitements, and
actions at every moment are thought.[1]
Teaching mindfulness results in a different attitude and relation
with work, emotions, and feelings, which involves retaining
concentration at every moment and having an accepting and
nonjudgmental attitude. Using mindfulness exercises and
techniques, people can become more aware of their daily
activities, automatic utilization of mind in past, present, and
future and their emotional and physical states, and have better
control over these factors.[2,3] Therefore, mindfulness is an
effective and strong method for reducing mental pressures.[4]
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self‑esteem have a positive relation with conscious
attention to the present while it can reduce negative
emotions, violent actions, mental rumination, and social
anxiety. Lack or excess worrying about past or future,
consciousness about emotional excitements, optimal
activity of short‑term memory in tracking present
happenings, ability to concentrate on current actions, and
better performance in daily activities are other results of
conscious attention to the present and can have important
effects on improving one’s ability in dealing with daily
activities and problems.[5]
Teaching the concept that students need concentration,
memory capacity, and maximum productivity during their
studies is of paramount importance because these factors
affect physiological capital which is a concept that relates
to the healthy and positive aspects of a person’s life.
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DOI: How to cite this article: Samouei R, Ghasemi F. Role of mindfulness

training on psychological capital of Isfahan University of Medical Sciences
10.4103/2395-2296.163936
students. Int J Educ Psychol Res 2015;1:293-7.

© 2015 International Journal of Educational and Psychological Researches | Published by Wolters Kluwer - Medknow 293
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Samouei and Ghasemi: Mindfulness training on psychological capital
Psychological capital is an optimistic, growing, structured,
complex, and continuous psychological state, which leads
to many traits such as self‑sufficiency, having the necessary
self‑esteem and trying for success in challenging problems,
optimism, creating positive ways for success in present and
future, persistence in pursuing goals and understanding
the necessity of changing the method for reaching these
goals, resilience, endurance, and ability to return to the
starting point when dealing with difficult problems and
challenges.[6,7]
Given the importance of positive psychology and
psychological capital in success and mental health of
individuals, understanding the factors affecting and
improving psychological capital is of great importance. In
this regard, mindfulness is a novel method for forming
and improving psychological characteristics of individuals,
and many studies investigate the effects of mindfulness
on people.
The results of a study by Tizdel et al. (2000) in a 1‑year
period showed the effects of mindfulness based on cognitive
therapy on reducing depression and other psychological
factors.[8] Warren Brown and Ryan (2003) in a study, called
“Mindfulness and its role on psychological capital,” reported
that mindfulness precedes self‑management behaviors and
positive excitement states.[5] Schulman (2004) had students
of University of Pennsylvania to undergo teachings based
on mindfulness‑based cognitive therapy (MBCT) in order
to prevent stress and depression. After a 1‑year period,
the results showed that these teachings had meaningfully
reduced stress, anxiety, depression, and other negative
attitudes.[9]
Schoner and Lawlor (2010) in their study of 246 preteen
students discovered that teaching mindfulness can
meaningfully improve optimism and self‑concept in the
participants.[10] James and Miller (2011) conducted a
study on 57 HIV patients and reported that mindfulness
is related to self‑efficacy in all factors.[11] In another
study, Felton et  al. (2013) studied counseling students
and reported that teaching mindfulness is effective in
increasing self‑confidence and reducing stress, and self‑pity
in the participants.[12] Kuyken et al. (2013) in their study
on 522 teenagers between ages 12 and 16 reported that
in a 3 months follow‑up period, teaching mindfulness
can meaningfully increase the psychological welfare of the
participants while decreasing stress.[13]
Kavyani et al. (2006) in their study and after a 3 months
follow‑up period reported that MBCT is effective in
decreasing negative automatic thoughts, dysfunctional
294 International Journal of Educational and Psychological Researches / Vol 1 / Issue 4 / October-December 2015
attitude, depression, and anxiety.[9] In another study
by Azargoon et  al. (2008) on students of University
of Isfahan, they reported a meaningful decrease in
mental rumination and depression of students after
teaching mindfulness. [14] Abdi et  al. (2009) in their
study investigated the relation between personal and
psychological characteristics and conscious attention
to the present in students. According to their findings,
there were meaningful relations between conscious
attention to the present and personality characteristics
of psychosis, physical components of general health,
anxiety and insomnia, defects in social functioning, and
depression.[15] In a study by Beirami and Abdi (2010) titled
“Investigating the effect of teaching mindfulness‑based
techniques in reducing exam anxiety in students,” the
results showed that group mindfulness sessions can lead
to remarkable reduction in exam anxiety in students.[16] In
another study, Esfahani et al. (2010) reported that MBCT
leads to meaningful reduction of suicidal thoughts in
depression patients and that these results are persistent
in two 3 months follow‑up periods.[17] Azargoon and
Kajbaf (2011) in their study reported that teaching
mindfulness is effective in decreasing dysfunctional
attitude and automatic thoughts in students with
depression.[18] Hashemi Nosratabad et al. (2011) in their
study investigated the effects of psychological capital
on mental welfare and their results showed that people
with higher psychological and social capital have better
mental welfare.[19] Nissi and Rahimi (2011) investigated
the relation between psychological capital and positive
emotions, mental welfare, job performance, and job
commitment. Their findings showed that the proposed
pattern fits the empirical data.[7] Bahadori Khosroshahi
et al. (2012) in their study discovered that psychological
capital and its components can meaningfully
predict changes in psychological welfare.[20] Golpour
Chamankoohi et al. (2012) in their study reported
that stress reduction method based on mindfulness is
effective in improving mindfulness and assertiveness,
and decreasing exam anxiety.[21] Ahmadvand et al. (2012)
in a study reported that mindfulness is a powerful
predictor for mental welfare.[22] Also, Yousefian and
Asgharipour (2013) reported that both group therapy
based on mindfulness and cognitive‑behavioral therapy
are effective in increasing self‑esteem.[23]
Given the fact that compared to the past, today’s students live
in a more competitive environment with more challenges
and pressures and due to the importance of students as
future working force of the society, it is important to
understand the factors affecting psychological capital of
these students in order to improve their resilience under
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Samouei and Ghasemi: Mindfulness training on psychological capital
pressure and accountability. Therefore, this study aimed
to investigate the effects of teaching mindfulness on
psychological capital of students of Isfahan University of
Medical Sciences.
Methods
Study type
This is a semi‑empirical study using pretest, posttest, and
control group conducted on students of Isfahan University
of Medical Sciences (Department of Management and
Medical Informatics and Department of Rehabilitation
Sciences) in the year 2013.
The statistical population of the study consisted of all
the students of Department of Management and Medical
Informatics and Department of Rehabilitation Sciences;
due to differences in class schedule and educational
program of the students, it was not possible to use simple
sampling method or to determine a fixed time when all
students can participate in eight study sessions. Therefore,
cluster sampling method was employed by simultaneous
selection of five groups of students from two departments
to four majors whom were then randomly divided to study
and control groups.
Data gathering was carried out using five‑factor
mindfulness questionnaire (FFMQ) and psychological
capital questionnaire (PCQ).
The FFMQ was normalized in 2004 by Bauer. This
questionnaire contains 39 questions and five‑factor
including describing feelings and happenings with words,
attention to internal emotions and external phenomena,
doing works and activities with awareness, acceptance
without judgment, and lack or reaction to internal
experiences. The total score of this questionnaire is
the sum of all scores. The α coefficient for factors of
observation, description, acting with awareness, and
acceptance without judgment was 0.91%, 0.84%, 0.76%,
and 0.87%, respectively. The reliability retest scores for
observation, description, and acting with awareness
and acceptance without judgment were calculated to
be 0.65%, 0.81%, 0.86%, and 0.83%, respectively.
The questionnaire also had acceptable reliability and
validity.[9]
The PCQ was designed by Luthans and contains 24
questions and four factors of hope, resilience, optimism,
and self‑efficiency. The reliability and validity of these
factors are confirmed. Chi‑square test score of these two
tests is 24.6 and statistical values of Comparative Fit Index
and Root Mean Squared Error of Approximation were
International Journal of Educational and Psychological Researches / Vol 1 / Issue 4 / October-December 2015
calculated to be 0.97 and 0.08, respectively. The reliability
of the questionnaire was determined using Cronbach’s
Alpha, which was calculated to be 0.85.
In this study, five study groups were selected from majors
of audiology, speech therapy, orthopedics, physiotherapy,
healthcare management, and medical librarianship. All
groups underwent the pretest and then received related
teachings in eight sessions. These teachings included
discussions, group activities, role playing, individual
tasks, group tasks, and homework. In the control group,
only brochures about scientific information unrelated to
psychology were distributed in order to benefit those in
the control group from the study process. Three months
after the last session, posttest was conducted. Teaching
sessions were carried out by a psychology lecturer.
The guidelines for teaching sessions were arranged using
a pamphlet titled “Guide for teaching basic mindfulness
skills.” The teaching sessions consisted of 8, 2 h long
sessions which were held once or twice every week. In
these sessions, participants learnt different methods for
connecting with their bodies, thoughts and emotions and
how to concentrate on tasks and accept their bodies and
emotions without judgment.
Each session was started with a brief description about
mindfulness and the importance of living in the present.
The techniques thought in these sessions included
muscle relaxation during sessions, concentrating on
present, experiencing inside and outside, thought faulting,
recording 3 min of thoughts, mindful breathing, mindful
diet, and mindfulness during mindful activities. At the
end of the each session, homework related to the covered
techniques was assigned.
Data analysis was carried out using SPSS‑18 software
(SPSS Inc. Released 2009. PASW Statistics for Windows,
Version 18.0. Chicago: SPSS Inc.) and student t‑test for
each independent group.
Results
Table 1 shows the scores for psychological capital components
in control and study groups. As shown in Table 1, there is no
meaningful distinction between the average psychological
capital score of control and study groups.
Discussion and Conclusions
The results of this study showed that teaching mindfulness
was unsuccessful in increasing the average psychological
capital score of the students.
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Samouei and Ghasemi: Mindfulness training on psychological capital

Table 1: Average scores of psychological capital It is recommended for other researchers to consider the
components for control and study groups above‑mentioned limitations and repeat this study for
Group Component Average SD t‑test Significance level other groups of students because according the feedback
Study Self‑efficiency 18.16 2.49 0.82 0.36 from the participants during eight training sessions, the
Control 18.75 2.23 results were satisfactory and various scientific studies point
Study Hopefulness 17.42 2.59 1.74 0.19 to the effectiveness of this intervention.
Control 18 3.21
Study Resilience 17.19 2.03 1.22 0.27
Control 17.78 2.47 Financial support and sponsorship
Study Optimism 17.08 2.69 1.46 0.23 Nil.
Control 17.87 3.1
Study Psychological 68.73 7.19 1.97 0.16
Control capital 71.3 9.31
Conflicts of interest
There are no conflicts of interest.
SD: Standard deviation

Results of multiply studies such as those by Brown
and Ryan (2000), Schonert‑Reichl and Lawlor (2010),
Felton (2013), Kavyani et  al. (2005), Azargoon and
Kajbaf (2011), Golpour Chamankoohi et al. (2012), and
Yousefian and Asgharipour (2014)[5,10,12,9,18,21,23] showed
that teaching mindfulness is effective in influencing the
studied characteristics, which are not similar to the results
obtained in the current study.
In this study, the training sessions were mostly based on
scientific basis and practical exercises. However, given the fact
that mindfulness is a novel concept, it seems that more time
need to be spent increasing the awareness and knowledge
of participants about mindfulness and the effectiveness of
training; practical exercises are expected to increase with
the increase in the awareness of the participants. Also, the
training sessions were held at the same day as other university
classes, thus resulting in a tight schedule for the students in
that day to tight schedule for the students in that day. It is
necessary for the basis of the teachings to be fully consistent
with components of the dependent variable, although
according to the participants, many useful and necessary
subjects were thought during training sessions.
Another limitation in this study is the lower homogeneity
of study group compared to control group based on study
major and year which needs to be considered in later
studies. Also, the time for the posttest was close to the
semester finals, which leads to increased stress and anxiety
in the students.
Another important point is that in most intervention
studies, posttest is carried out less than a week after the
intervention. However, in this study in order to investigate
the persistence and effectiveness of the intervention,
posttest was carried out 3 months after last training
session. For future studies, it is suggested for least two
posttests (one immediately after intervention and one
test a few months after intervention) to be carried out.
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