Efficacy of Combined Package of Time Perspective and Mindfulness on the Academic Resilience and Academic Engagement of Students with Learned Helplessness

The present study was conducted to investigate the efficacy of combined package of time perspective and mindfulness on the academic resilience and academic engagement of students with learned helplessness. The present study was semi experimental (with experimental and control groups) with three-stage (pretest, posttest, follow-up) and two-month follow-up period design. The statistical population of the present study included students suffering from learned helplessness in the second year of high school in Isfahan city in the academic year of 2020-21. 34 student with the learned helplessness were selected through purposive sampling method and randomly accommodated into experimental (18 students) and control groups (16 students). The experimental group received 12 ninty-five-minute sessions of combined package of time perspective and mindfulness during twelve weeks. The applied questionnaires included Learned Helplessness Questionnaire (Quinless, Nelson, 1988) (LHS), Academic Engagement Questionnaire (Fredericks, Blumenfeld, Paris, 2004) (AEQ), Academic Resilience Questionnaire (Samuels, 2004) (ARQ). The data from the study were analyzed through mixed ANOVA method via SPSS23 software. The results showed that package of time perspective and mindfulness has significant effect on the academic resilience (F=44.13; Eta=0.58; P<0001) academic engagement (F=43; Eta=0.57; P<0001) of the students with learned helplessness. According to the findings of the present study it can be concluded that package of time perspective and mindfulness can be used as an efficient method to improve academic resilience and academic engagement of students with learned helplessness through applying the theoretical and therapeutic concepts related to time perspective and mindfulness.