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<p>Inattention poses significant challenges within the context of Teaching English as a Foreign Language (TEFL), leading to discernible academic, psychological, and emotional ramifications; however, the comprehensive investigation into effective interventions remains limited. This mixed-methods study examined the effect of a mindfulness-based strengths practice (MBSP) intervention on two groups of undergraduate English language students’ attentional literacy (AL), wellbeing, and academic performance (AP). The experimental group attended ten 90-minute intervention sessions with daily formal/informal practices of 60&#xa0;min. Data collected using attentional literacy and wellbeing scales, and students’ grade point average, both before and after the intervention. A semi-structured interview was also conducted to evaluate the MBSP participants’ attitude toward the course. Results revealed the efficacy of the intervention in boosting students’ AL, wellbeing, and AP. Furthermore, while the MBSP had a significant positive effect on metacognitive, cognitive, and pedagogical components of AL, and engagement and signature strengths as two components of wellbeing, no significant effect was traced in the technological and emotional components of AL and the other two components of wellbeing, flourishing and satisfaction with life. The semi-structured interview further revealed that students appreciated the MBSP course for fostering personal growth, self-awareness, and concentration through practical techniques. However, the practicality of the weekly formal/informal practices and the content delivery issues could hinder the participants’ engagement.</p>

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A Preliminary Randomized Controlled Trial of Mindfulness-Based Strengths Practice Among Undergraduate Students: Investigating Attentional Literacy, Wellbeing, and Academic Performance

  • 期刊论文

  • 发表日期：

    2026年5月12日

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  • Maryam Zarrabi,
  • Mojtaba Mohammadi,
  • Zohreh Seifoori,
  • Agnieszka Palalas

摘要

Inattention poses significant challenges within the context of Teaching English as a Foreign Language (TEFL), leading to discernible academic, psychological, and emotional ramifications; however, the comprehensive investigation into effective interventions remains limited. This mixed-methods study examined the effect of a mindfulness-based strengths practice (MBSP) intervention on two groups of undergraduate English language students’ attentional literacy (AL), wellbeing, and academic performance (AP). The experimental group attended ten 90-minute intervention sessions with daily formal/informal practices of 60 min. Data collected using attentional literacy and wellbeing scales, and students’ grade point average, both before and after the intervention. A semi-structured interview was also conducted to evaluate the MBSP participants’ attitude toward the course. Results revealed the efficacy of the intervention in boosting students’ AL, wellbeing, and AP. Furthermore, while the MBSP had a significant positive effect on metacognitive, cognitive, and pedagogical components of AL, and engagement and signature strengths as two components of wellbeing, no significant effect was traced in the technological and emotional components of AL and the other two components of wellbeing, flourishing and satisfaction with life. The semi-structured interview further revealed that students appreciated the MBSP course for fostering personal growth, self-awareness, and concentration through practical techniques. However, the practicality of the weekly formal/informal practices and the content delivery issues could hinder the participants’ engagement.