The Mediating Role of Self-efficacy in Relationship between Mindfulness and Academic Engagement

The objective of this study was to investigate the mediating roles of different types of self-efficacy, namely social self-efficacy, academic selfefficacy, emotional self-efficacy, and creative self-efficacy in the relationship between mindfulness and academic engagement. Considering the study sample, cluster sampling was done for selection of 293 Shiraz University undergradiate students, as participants of this study, who comprised of 167 females, 116 males, and 10 unspecified subjects in the 2019-2020 academic year. The participants, then, filled out Reeve's Academic Engagement Questionnaire, Muris's Self-efficacy Questionnaire, Karowski's Creative Self-efficacy Questionnaire, and the Five-Facet Mindfulness Questionnaire. After data collecting, the hypotheses were tested using AMOS 23 and by running path analysis. Based on the results, the direct effect of mindfulness on academic engagement was statistically significant. The results also revealed that interect effect of mindfuless on academic engaement through academic, creative and emotional types of self-efficacy was statistically significant. However, the mediating role of emotional self-efficacy was not statistically significant. Based on the overall results of this study, it can be concluded that university professors and authorities can improve the academic engagement of students by enhansing their academic, creative and emotional self-efficacy and mindfulness skills.