The mediating role of social skills in the relationship between mindfulness and aggression of second grade high school students in the second district of Shiraz

The aim of this study was to explain the mediating role of social skills in the relationship between mindfulness and students' aggression. The statistical population of this study includes all high school male students in District 2 of Shiraz, whose number was 8115. To determine the sample size, 360 people were selected as a sample using one-stage cluster random sampling method. Data collection tools included three questionnaires: Bass and Perry Aggression, Matson Social Skills and Bauer Mindfulness. The reliability coefficients of the questionnaires were 0.91, 0.86 and 0.89 by Cronbach's alpha, respectively, which indicates the optimal reliability of the instrument. Is. In order to analyze the data, descriptive statistics of mean and standard deviation were used and at the level of inferential statistics, Pearson correlation coefficient significance test and simple regression analysis, simultaneous multiple regression analysis and hierarchical regression by Baron-Kenny method were used. Showed that interconsciousness is able to reverse aggression. Mindfulness is able to predict social skills. Social skills play a significant mediating role in the relationship between mindfulness and aggression variables. Keywords: Mindfulness, Aggression, Social Skills