The effectiveness of mindfulness-based cognitive therapy (MBCT) on academic motivation and self-efficacy of students

The aim of this study was to evaluate the effectiveness of mindfulness-based cognitive therapy (MBCT) on students\' academic motivation and self-efficacy. The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of the present study was all secondary school students in Chamestan in the academic year of 2019-2020. The research samples consisted of 30 subjects who were selected by multi-stage cluster sampling method and were randomly divided into two experimental (n = 15) and control (n = 15) groups. The questionnaires that were used to collect information from the sample group were: Walrand et al. Academic Motivation Scale (1992) and Scherer et al. (1982) Self-Efficacy Questionnaire. Analysis of covariance using SPSS-22 software was used for statistical analysis of data. The results showed that there was a significant difference between the means of academic motivation and self-efficacy scores of the experimental and control groups in the post-test stage. Therefore, mindfulness-based cognitive therapy (MBCT) is an effective way to increase students\' academic motivation and self-efficacy.