The Relationship between Mindfulness and Educational Status within the Framework of the Role of Gender in high school students of Shiraz city

First, the present study was to investigated gender differences students on mindfulness and its components; second, study of the relationship between mindfulness and its component and educational status within the framework of the role gender. To do so, 280 students (140 females, 140 males) were recruited using multi-stage cluster sampling, and they completed Kentucky Mindfulness Inventory and researcher-maid questionnaire. The data were analyzed using series of variance and regression analysis. The results showed that there was no significant gender differences on total mindfulness scores, but there was significant gender differences on its components: act with awareness and acceptance. Another results indicated that mindfulness positively, its components of act with awareness positively and acceptance negatively could predicted school student’s educational status beyond the demographics variables. With regard of the results of the present study it can be claimed that mindfulness, particularly act with awareness, can play an important role in educational progress in school students.