Author ORCID Identifier
https://orcid.org/0000-0001-6846-1899
Abstract
The current study investigated the effective of mindfulness training versus study skills training on perceived stress among Uzbek English language students. The researchers conducted a quasi-experimental study using a convenience sample of sixty 2nd year students studying English as a foreign language at a large public university in Tashkent, Uzbekistan. One group of students (n = 30) received mindfulness training while the other group served as an active control group (n = 30) and received study skills training. Both groups received 20-minute training in their English classes, four days a week, for 4-weeks. All participants completed pre- and post-intervention questionnaires, which measured perceived stress using the Perceived Stress Scale-10 and mindfulness using the Mindfulness Attention Awareness Scale and the Five Factor Mindfulness Questionnaire. Results showed no significant difference between the groups on any post-intervention measure. Further analyses indicated both groups experienced a statistically significant decrease in stress from pre- to post-intervention (Z = -2.692, p r = -.45) and post-intervention (r = -.51), statistically significant at the p < .001 level for both. This is a significant contribution to the field as this is a population that has not previously been studied in regard to mindfulness and stress.
Recommended Citation
Wolfe, L. A., & Akhmedov, R. (2024). Mindfulness and Perceived Stress Among English Language Students in Uzbekistan. The Interactive Journal of Global Leadership and Learning, 3(2). https://doi.org/10.55354/2692-3394.1057
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Psychology Commons, Higher Education Commons, Psychology Commons
