The Relationship Between Mindfulness and Academic Achievement Based on the Mediating Role of Cognitive Flexibility in Students

The present study was conducted with the aim of investigating the relationship between mindfulness and academic progress based on the mediating role of students' cognitive flexibility in 1400. The statistical population of this research includes all students of the second high school level in Tehran in the academic year of 2001-2001. Using Cochran's formula, the number of sample members is considered to be 365, who were selected by random sampling of multi-stage clusters. The main data of this research was obtained by using cognitive flexibility scale of Dennis et al., Freiburg Mindfulness Questionnaire and Pham and Taylor's Educational Achievement Questionnaire. Descriptive statistics (central indices, skewness and kurtosis) and inferential statistics (structural equation modeling) were used in data analysis. The results of the research indicated that there is a relationship between mindfulness and academic progress with the mediating role of cognitive flexibility in students.