Comparing the Effectiveness of Quality Circle Time (QCT) Training versus Mindfulness Training on Cognitive and Communication Skills in Elementary School Students
Keywords:
Mindfulness Training, Quality Circle Time (QCT), Cognitive Skills, Communication Skills, Elementary StudentsAbstract
The study aimed to compare the effectiveness of two psychological interventions—Quality Circle Time (QCT) and mindfulness training—on improving the cognitive and communication skills of elementary school students. This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of female elementary school students from second-shift schools in Tehran Province during the 2023–2024 academic year. Forty-five participants were purposefully selected and randomly assigned to three groups: mindfulness training, Quality Circle Time (QCT) training, and a control group (15 participants per group). Data were collected using the Cognitive Skills Questionnaire by Nejati (2013) and the Communication Skills Questionnaire by Jerabek (2003). Both interventions were conducted in structured group sessions across 10–12 weeks. Data analysis was performed using repeated-measures ANOVA in SPSS-24. Results revealed that both QCT and mindfulness training significantly improved students’ cognitive and communication skills (p < 0.05). However, mindfulness training had a stronger effect on cognitive skills, while QCT showed greater effectiveness in enhancing communication—particularly verbal—skills. The effects remained stable at follow-up. Both QCT and mindfulness training were effective interventions for enhancing elementary students’ cognitive and communication skills, each excelling in different domains. Integrating these two approaches may provide a comprehensive educational strategy for fostering both cognitive and social competencies.
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