The mediating role of academic self-concept in the relationship between mindfulness and counterproductive academic behavior

the aim of this study was to investigate the mediating role of self-concept in the relationship between mindfulness and counterproductive academic behavior. So via clustered random sampling, 209 high school students (113 boys and 96 girls) were selected. Dutchman et al.'s (2018) Mindfulness Scale, Chen and Thompson's Academic Self- Concept Inventory (2004) and the Rimkus 's (2012) Counterproductive Student Behavior Scale were used to gathering data. Structural equation modeling was used to examine the research hypotheses. The results showed that the direct effect of mindfulness on counterproductive academic behavior was not significant; but the direct effect of mindfulness on self-concept and the direct effect of self-concept on counterproductive academic behavior were significant; also, the effect of mindfulness on counterproductive academic behavior was mediated significantly by self-concept. In general, the findings revealed the role of mindfulness and self-concept in explaining counterproductive academic behavior. Based on the findings of this study, it can be concluded that in order to reduce students' counterproductive academic behavior, their academic awareness and Self-concept should be considered.