The mediating role of attention control, emotional regulation and cognitive flexibility in the relationship between mindfulness and academic achievement in students

The aim of this study was to investigate the mental relationship with academic achievement based on the mediating role of attention control, emotion regulation and students' cognitive flexibility in 2020. This study was a correlation of structural equations. The statistical population of this study includes all high school childeren in Zarand city in the academic year 2020, which is a total of 7800 people. The number of sample members using the Cochran's formula is estimated at 300, which is a happy sampling that has been selected in several stages. Research tools were Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010), Garnfsky & Craig (2001) Emotion Regulation, Dribbry & Reed (2002), Wallach et al. (2006) Conscious Mindfulness (2006) and Pham & Taylor Academic Achievement (1999). Findings from structural equations showed that the model had a good fit with the research data. Descriptive statistics (main indices, skewness and elongation) and inferential statistics (structural equivalence modeling) were used in experiments and data analysis. The results showed that there is a relationship between mindfulness and academic achievement with the mediating role of attention control, emotion regulation and cognitive flexibility in students.