fatemeh mollaei; masoud hejazi; Majid Yosefi Afrashteh; Zekrollah Morovvati
Volume 14, Issue 48 , April 2020, , Pages 75-90
Abstract
AbstractThe aim of this research is to study the mediating role of mindfulness in the relationship of academic engagement and academic vitality. For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students ...
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AbstractThe aim of this research is to study the mediating role of mindfulness in the relationship of academic engagement and academic vitality. For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2017-18 and using the relative multi-stage cluster sampling, The sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (1391), Fredricks, Blumenfeld and Paris’s academic engagement questionnaire (2004), Freiberk's Mindfulness questionnaire (2006), were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.The research findings indicate that the model is fitted and the research hypotheses are confirmed.The results show that academic engagement, beside the positive and meaningful direct relationship with academic vitality=0/10 ,(p<0.05), has a positive and significant relationship with academic vitality with the mediation of mindfulness and cognitive flexibility (indirectly) = 0/094,(p<0.01).Due to the findings of the present work, in order to increase educational vitality of students, we suggest that educational psychologists and educational consultants codify a suitable educational plan and teach them the methods to improve educational engagement and mindfulness. Key words: Academic engagement, Academic vitality, Mindfulness, female student.
