The effect of mindfulness on academic self-regulation with the mediating role of family functioning Among Sixth Grade Students

Document Type : Original Article

Authors

1 PhD student in Educational Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran.

2 Assistant Professor Department of Educational Sciences, Farhangian University, Tehran, Iran. s.salimi@cfu.ac.ir

3 Assistant Professor Department of Counselling, Farhangian University, P. O. Box 14665-889, Tehran, Iran

Abstract

Background and Purpose: Academic self-regulation is an important research area and one of the fundamental pillars of education today. Given the rapid changes and advancements in science and technology, students increasingly need to learn often without constant teacher support. The present study was conducted to examine the effect of mindfulness on academic self-regulation with the mediating role of family functioning among sixth-grade elementary students.

Methodology: This research was applied in terms of purpose and descriptive-correlational in terms of method, and based on structural equation modeling. The statistical population included sixth-grade students in Arak city during the 2022–2023 academic year (about 6,000 students). Using the Morgan table, 382 students were selected via a multistage stratified random sampling method. Data were collected using Savari et al.'s academic self-regulation questionnaire (2013), Beer et al.'s mindfulness questionnaire (2006), and Epstein et al.'s family functioning questionnaire (1983). Structural equation modeling was applied to analyze data and test causal relationships between variables.

Results: The results indicated that mindfulness had a positive and direct effect on academic self-regulation (0.462), mindfulness had a positive and direct effect on family functioning (0.679), and family functioning had a positive and direct effect on academic self-regulation (0.491). Furthermore, mindfulness had a positive and indirect effect on academic self-regulation through the mediating role of family functioning (0.333).

Conclusion: Based on the results it can be concluded that mindfulness practices, by enhancing self-awareness and attention control play a significant role in improving academic self-regulation among elementary school students, incorporating mindfulness programs into educational environments can be an effective strategy for enhancing academic performance and in this regard, the function of the family as a mediating factor is of particular importance; supportive families strengthen the effects of mindfulness on academic self-regulation by creating a stable environment, modeling positive behavior, and providing emotional support.

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