Explaining Academic Engagement Based on Mindfulness and Academic Self-Efficacy: Path Analysis Model

The present study aimed to explain academic engagement based on mindfulness and academic self-efficacy in the form of a causal model. The research method was correlational and a path analysis type. The statistical population of the research included all students of the second secondary level of Shiraz city in the academic year 2021-2022, and 500 students were selected as the research sample by multi-stage cluster random sampling method. The data collection tools in this research were the short form of Freiburg Walach et al. Mindfulness Questionnaire (FMI-SF) (2006), Jinks and Morgan Academic Self-Efficacy Questionnaire (1999), and Gunuc & Kuzu's Academic Engagement Questionnaire (2015). Data analysis was done using SPSS and AMOS software. Cronbach's alpha coefficient was used for the reliability of the questionnaires, and the results indicated the good reliability of the instruments. The results of the research hypothesis analysis showed that the proposed model had a good fit and the effect of mindfulness on academic self-efficacy (sig=0.02) and academic engagement (sig=0.01), as well as the effect of self-efficacy on academic engagement (sig=0.01), was positive and significant. Also, the mediating role of academic self-efficacy was significant (sig=0.006). According to the results, it can be concluded that mindfulness and academic self-efficacy are important antecedents of academic engagement.