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year 13, Issue 11 (Winter 2025 2025)
Rooyesh 2025, 13(11): 155-164 |
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Abedi E, Yousefi E, Khajepour L, Jokar S. (2025). The mediating role of academic anxiety emotion in the relationship between mindfulness and academic adjustment in students. Rooyesh. 13(11), 155-164.
URL: http://frooyesh.ir/article-1-5472-en.html
URL: http://frooyesh.ir/article-1-5472-en.html
1- Ph.D. Student Psychology Educational, Department of Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
2- Assistant Professor, Department of Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran. ,Emadyousefi30@gmail.com
3- Assistant Professor, Department of Educational Science and Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
4- Assistant Professor, Department of Mathematics and statistics, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
2- Assistant Professor, Department of Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran. ,
3- Assistant Professor, Department of Educational Science and Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
4- Assistant Professor, Department of Mathematics and statistics, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
Abstract: (382 Views)
The purpose of this research was to investigate the mediating role of academic anxiety in the relationship between mindfulness and academic adjustment. The research method was a descriptive-correlation type of structural modeling. The statistical population included female students in the second year of high school in Bushehr City in the academic year 2022-2023, and 257 of them were selected as a statistical sample using random cluster sampling. To collect information, Drutman et al.'s Mindfulness Scale (2018, AAMS), Sinha and Singh's Adaptability Scale of High School Students (1993, AISS), and Pakran et al.'s Academic Emotions Scale (2002, AEQ) were used. The obtained data were analyzed using Pearson's correlation coefficient test and structural equation modeling. Based on the findings of the research, the proposed model was a good fit. The results showed that there is a negative and significant relationship between academic anxiety and academic adjustment (p<0.01). It was also found that the emotion of academic anxiety has a mediating role in the relationship between mindfulness and academic adjustment (p<0.01). From the above findings, it can be concluded that to increase academic adaptation in academics, attention should be paid to academic anxiety and mindfulness.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/06/18 | Accepted: 2024/10/27 | ePublished: 2025/01/29
Received: 2024/06/18 | Accepted: 2024/10/27 | ePublished: 2025/01/29
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