The Relation of Mindfulness to Happiness and Academic Achievement: The Mediating Role of Academic Buoyancy

This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Five Facet Mindfulness Questionnaire (Baer & et al., 2006), and Oxford Happiness Questionnaire (Hills & Argyle, 2002). Also, the total average score of students was considered an indicator of academic achievement. WARPPLS was used to test the model. The findings showed that mindfulness was positive and significant predictor of happiness and academic achievement. Mindfulness has a positive and significant relationship with academic buoyancy. Also confirmed the role of academic buoyancy as a mediator was also confirmed. Academic buoyancy has mediator role in relationship between mindfulness and happiness. But academic buoyancy showed a negative a mediator in the relationship between mindfulness and academic achievement. The results indicated that academic buoyancy has a higher role in predicting happiness than academic achievement.