The mediating role of academic self-regulation in the relationship between mindfulness and non-productive academic behavior

The aim of this study was to investigate the role of self-regulatory academic intermediation in the relationship between mindfulness and unconscious academic behavior in a group of second grade high school students in Marvdasht. Participants included 295 students who were selected by randomized cluster sampling and completed (Drutman) and colleagues' mindfulness scales, Bufard et al.'s academic self-regulation, and Rimos's unproductive academic behavior. The validity and reliability of the research scales were also evaluated using the confirmatory factor analysis method and Cronbach's alpha coefficient. The SPSS software (version 24) was used to analyze the descriptive data and the correlation matrix between the research variables, and the AMOS (software version 24) was used to test the hypothesis and the research model. The finding indicates that the research model fits well with the data collected. Also, the findings showed that the direct impression of mindfulness on unproductive academic behavior was not significant; But the direct effect of mindfulness on academic self-regulation and the direct effect of academic self-regulation on unproductive academic behavior were significant; Also, the effect of mindfulness on unproductive academic behavior was significant with the mediation of academic self-regulation. In general, the findings of the present study show the role of academic awareness and self-regulation in explaining unproductive academic behavior. Based on the findings of this study, it can be concluded that in order to decrease the unproductive academic behavior of students, attention should be paid to their educational awareness and self-regulation.