Effectiveness of mindfulness on academic procrastination and social and psychological well-being of students

Present research aimed to investigate the effectiveness of mindfulness on academic procrastination and social and psychological well-being of students. This research in term of purpose was an applied and in term of performance was a quasi-experimental with a pre-test and post-test design with control group. The research population was included high school students in Karaj city in 2017-18 academic years that from them 30 people were selected through available sampling method and randomly assigned to two experimental and control groups. The experimental group trained by mindfulness for 8 sessions of 60 minutes. Groups completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), psychological well-being (Ryff, 1980) and social well-being (Keyes, 1998). Data was analyzed with using SPSS-19 software and with multivariate analysis of covariance method. The findings showed that mindfulness led to decrease the academic procrastination and increase the social and psychological well-being of students (P<0/01). The results indicate the importance of mindfulness on improving academic procrastination and social and psychological well-being of students. Therefore, school counselors can use the mindfulness method to decrease the academic procrastination and increase the social and psychological well-being of students