Clinical Psychology, Psychotherapy, and Counseling Developmental, Educational, and School Psychology

Mindfulness Training for Academic Achievement, Engagement, and Procrastination in Lower Secondary Students

https://doi.org/10.61838/ijbmc.v13i4.967
Mindfulness Academic Performance Student Engagement Procrastination Students Secondary Education

Authors

  • Tayebeh Aghababaei Pour Instructor, Department of Educational Sciences, Payame Noor University, Ramsar, Iran.
  • Aref Abdolahzadeh Gohari
    arefgohari71@gmail.com
    M.A in Educational Psychology, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
  • Laleh Kohansal Instructor of Psychology, Department of Psychology, Saroyeh Institute of Higher Education, Sari, Iran.
  • Sina Sayadiyan Undergraduate Student of Psychology, Department of Psychology, Saroyeh Institute of Higher Education, Sari, Iran.
In Press
Quantitative Study(ies)

Objective: This study examined the effects of mindfulness training on academic achievement, academic engagement, and academic procrastination among lower secondary school students.

Methods and Materials: This quasi-experimental study used a pretest–posttest control-group design. Participants were lower secondary students in grades 7–9 who met the inclusion criteria and had no prior mindfulness training. They were assigned to an experimental group and a control group. The experimental group received an eight-week mindfulness training program adapted from Mindfulness-Based Stress Reduction, including breath awareness, body scan, mindful listening, stress management, academic motivation, self-discipline, and mindful strategies for procrastination. The control group continued regular academic activities. Data were collected using school GPA records, the School Engagement Scale, and the Procrastination Assessment Scale for Students. Data were analyzed using ANCOVA in SPSS-26.

Findings: Mindfulness training significantly improved academic achievement, with posttest scores increasing from 70.12 ± 5.31 to 75.34 ± 4.89 in the experimental group compared with 69.98 ± 5.26 to 71.12 ± 5.08 in controls (F = 67.97, p < 0.001). Academic engagement also increased significantly from 50.21 ± 9.74 to 60.42 ± 8.21, compared with 49.98 ± 10.02 to 52.14 ± 9.86 in controls (F = 93.72, p < 0.001). Academic procrastination decreased from 60.15 ± 10.48 to 49.72 ± 9.33, compared with 60.08 ± 10.62 to 57.41 ± 9.85 in controls (F = 289.82, p < 0.001).

Conclusion: Mindfulness training improved academic achievement and engagement and reduced academic procrastination among lower secondary students.