The present study aimed to determine the relationship between the components of mindfulness and academic procrastination with the mediating role of academic self-concept in students of Zanjan University of Medical Sciences in 2018-2019.
This descriptive, correlational study was performed on 315 students (selected from a population of 1759 individuals) using random sampling. Notably, the sample size was determined using Cochrane’s formula. Data were collected using PASS by Solomon & Rothblum, ASCQ by Wang, and 39-item FFMQ by Baer et al., and data analysis was performed using Pearson’s correlation coefficient, linear multiple regression, and Baron and Kenny’s method (to determine the mediating role).
In this study, there was a significant correlation between mindfulness components and academic procrastination and academic self-concept (P<0.05). According to the multiple regression results, mindfulness explained 27%, 24.7%, 20.1%, and 28.7% of total academic procrastination, procrastination in preparation for exams, procrastination in doing assignments, and total academic self-concept, respectively (P<0.05). Furthermore, academic self-concept played a mediating role in the relationship between mindfulness and academic procrastination.
According to the results of the study, there was a relationship between mindfulness components and academic self-concept and academic procrastination. Moreover, academic self-concept mediated the relationship between mindfulness and academic procrastination.
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