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Volume 12, Issue 36 (2020)
JMED 2020, 12(36): 31-40 |
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Armani Kian A, shahi V, Fathi M, Rostami B, Fakour E. Evaluation of the Relationship between the Components of Mindfulness and Educational Procrastination with the Mediating Role of Academic Self-concept in Medical Students. JMED 2020; 12 (36) :31-40
URL: http://edujournal.zums.ac.ir/article-1-1257-en.html
URL: http://edujournal.zums.ac.ir/article-1-1257-en.html
Shahid Beheshti Medical Center, Zanjan University of Medical Sciences, Zanjan, Iran
Abstract: (7242 Views)
Background and Objective: The present study aimed to determine the relationship between the components of mindfulness and academic procrastination with the mediating role of academic self-concept in students of Zanjan University of Medical Sciences in 2018-2019.
Materials and Methods: This descriptive, correlational study was performed on 315 students (selected from a population of 1759 individuals) using random sampling. Notably, the sample size was determined using Cochrane’s formula. Data were collected using PASS by Solomon & Rothblum, ASCQ by Wang, and 39-item FFMQ by Baer et al., and data analysis was performed using Pearson’s correlation coefficient, linear multiple regression, and Baron and Kenny’s method (to determine the mediating role).
Results: In this study, there was a significant correlation between mindfulness components and academic procrastination and academic self-concept (P<0.05). According to the multiple regression results, mindfulness explained 27%, 24.7%, 20.1%, and 28.7% of total academic procrastination, procrastination in preparation for exams, procrastination in doing assignments, and total academic self-concept, respectively (P<0.05). Furthermore, academic self-concept played a mediating role in the relationship between mindfulness and academic procrastination.
Conclusion: According to the results of the study, there was a relationship between mindfulness components and academic self-concept and academic procrastination. Moreover, academic self-concept mediated the relationship between mindfulness and academic procrastination.
Materials and Methods: This descriptive, correlational study was performed on 315 students (selected from a population of 1759 individuals) using random sampling. Notably, the sample size was determined using Cochrane’s formula. Data were collected using PASS by Solomon & Rothblum, ASCQ by Wang, and 39-item FFMQ by Baer et al., and data analysis was performed using Pearson’s correlation coefficient, linear multiple regression, and Baron and Kenny’s method (to determine the mediating role).
Results: In this study, there was a significant correlation between mindfulness components and academic procrastination and academic self-concept (P<0.05). According to the multiple regression results, mindfulness explained 27%, 24.7%, 20.1%, and 28.7% of total academic procrastination, procrastination in preparation for exams, procrastination in doing assignments, and total academic self-concept, respectively (P<0.05). Furthermore, academic self-concept played a mediating role in the relationship between mindfulness and academic procrastination.
Conclusion: According to the results of the study, there was a relationship between mindfulness components and academic self-concept and academic procrastination. Moreover, academic self-concept mediated the relationship between mindfulness and academic procrastination.
Article Type : Orginal Research |
Subject:
Education
Received: 2019/12/6 | Accepted: 2020/02/15 | Published: 2020/06/24
Received: 2019/12/6 | Accepted: 2020/02/15 | Published: 2020/06/24
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