English abstract
The current study aims to identify the level of mindfulness and its differences according to the study's variables among students in post-basic education in Muscat governorate. The sample consists of (600) male and female students. The Kentucky Inventory of Mindfulness Skills (KIMS) was used. The inventory contains four domains: Observation, Describing, Acting with Awareness and Accepting without Judgment. Means, standard deviations, T-test, One Way Anova, and Scheffé post hoc were used to analyze data. The results showed that the level of mindfulness among students was average. Significant differences due to gender within the observation domain and it's was in favor of females and within acceptance domain in favor of males. In addition, significant differences were found within 12th grade students in the observation domain and within 11th grade in the acceptance domain. Other significant differences were found among students with higher level of performance in the observation and prudence domains and within lower performance in the accepting without judgment domain. Further, significant difference was found among student with higher income level in the observation domain. Significant differences within descriptive domain were found among students who located them themselves in the middle ranking category. Significant differences were found among student whose parents have higher educational level within the four domains of the inventory. No significant differences were found due to age and number of the years of playing video games. Based on the results of this study, the recommendations focus on increasing the level of mindfulness among students.
