Document Type : Original Article
Authors
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
3 Professor of Philosophy of Education, Department of Educational Science and Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran
4 Department of Mathematics and statistics, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Abstract
The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr city in 2022-2023, and based on Cochran’s formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables of the participants, the mindfulness scale Drotman, Galub, Ogansianrid (2018), the compatibility questionnaire High school students completed the Sinha and Singh (1993) and Pakrun, Goetz, Tietz and Perry (2002) academic excitement scale. analyses were done by the structural equation modeling method. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship of between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness was able to predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in relationships between mindfulness and academic adjustment.It can be concluded that the requirement to increase the academic adjustment of students is to pay attention to their mindfulness, academic hope and academic anxiety.
Keywords
Main Subjects
Arslan, G., Yıldırım, M., & Zangeneh, M. (2022). Coronavirus anxiety and psychological adjustment in college students: Exploring the role of college belongingness and social media addiction. International Journal of Mental Health and Addiction, 20(3), 1546-1559.
AzilaGbettor, E. M., Mensah, C., Atatsi, E. A., & Abiemo, M. K. (2022). Predicting students' engagement from hope and mindfulness. Journal of Applied Research in Higher Education, 14(4), 1355-1370.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27- 45.
Barani, H., Fouladchang, M., & Derakhshan, M. (2020). The relation of mindfulness and academic dishonesty: mediating role of academic hope. Studies in Learning & Instruction, 11 (2), 50-70.
Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. Personality and Individual Differences, 93, 63-67.
Bandura, A. (2007). Social foundations of thought and action: a social cognitive theory (4th Ed.). Englewood cliffs. NJ: Prentice-Hall.
Boettcher, J., Aström, V., Pahlsson, D., Schenström, O., Andersson, G., & Carlbring, P. (2014). Internet-based mindfulness treatment for anxiety disorders: a randomized controlled trial. Behav Ther. 45(2), 241-53. DOI: 10.1016/j.beth.2013.11.003.
Breedvelt, J. J., Amanvermez, Y., Harrer, M., Karyotaki, E., Gilbody, S., Bockting, C. L., & Ebert, D. D. (2019). The effects of meditation, yoga, and mindfulness on depression, anxiety, and stress in tertiary education students: a meta-analysis. Frontiers in Psychiatry, 10, 193.
Brown, K.W., & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822.
Dortaj, A., Towhidi, A., & Tajrobehkar, M. (2020). The effectiveness of the mindfulness-based stress reduction training on academic hope, academic hardiness, academic adjustment, and mindfulness. Positive Psychology Research, 6(3), 69-90.
Droutman, V., Golub, I., Oganesyan, A., & Read, S. (2018). Development and initial validation of the Adolescent and Adult Mindfulness Scale (AAMS). Personality and Individual Differences, 123, 34-43.
Dundas, I., Thorsheim, T., Hjeltnes, A., & Binder, P. E. (2016). Mindfulness based stress reduction for academic evaluation anxiety: A naturalistic longitudinal study. Journal of College Student Psychotherapy, 30(2), 114-131.
Ebrahimi Ghairi, R. (n.d.). Comparison of academic motivation and academic hope of gifted and normal high school students, Master's Thesis of Islamic Azad University, Marvodasht Branch.
Feldman, D. B., & Kubota, M (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216.
Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2010). The applications of mindfulness with students of secondary school: Results on the academic performance, self-concept and anxiety. In Knowledge Management, Information Systems, E-Learning, and Sustainability Research: Third World Summit on the Knowledge Society, WSKS 2010, Corfu, Greece,September 22-24, 2010. Proceedings, Part I 3 (pp. 83-97). Springer Berlin Heidelberg.
Gallagher, M. W., Marques, S. C., & Lopez, S. J. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies, 18(2), 341-352.
GhasemiJobaneh, R., Zahrakar, K., Hamdami, M., & Karimi, K. (2016). Role of spiritual health and mindfulness in psychological capital of students of university of Guilan. Research in medical Education, 8(2), 27-36.
Glaser-Zikuda, M., Stuchlíková, I., & Janík, T. (2018).Emotional aspects of learning and teaching: reviewing the field − discussing the issues. Orbis Scholae; 7 (2), 7-22.
Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, & Coping, 21(2), 185-198.
Hamedi, M., Mirzaian, B., & Hassanzadeh, R. (2017).The effectiveness of cognitive therapy based on mindfulness on anxiety and positive metacognitive beliefs about anxiety in students with test anxiety. New Ideas of Psychology Quarterly, 1(1), 11-20.
Hassanzadeh, F., Homayouni, A., Sadeghi, J., & Akbarnatajshob, N. (2022). The causal relationship between HEXACO personality traits and English language anxiety with the mediating role of positive academic emotions in students. Iranian Journal of Learning & Memory, 5(19), 41-49.
Helmreich, I., Kunzler, A., Chmitorz, A., König, J., Binder, H., Wessa, M., & Lieb, K. (2017). Psychological interventions for resilience enhancement in adults. The Cochrane Database of Systematic Reviews, 2, CD012527.
Idan, O., & Margalit, M. (2013). Hope theory in education systems. Psychology of Hope, 139-160.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
Kabat-Zinn, J. (1994). Catalyzing movement towards a more contemplative/sacred-appreciating/ non-dualistic society. Meeting of the working group. The Nathan Cummings Foundation and Fetzer Institute.
Kadivar, P., Farzad, W., Kausian, J., & Nikdel, F. (2008). Adaptation of Pekrun's academic emotions questionnaire. Educational Innovations Quarterly, 32(8), 7-38.
Karl, J. A., & Fischer, R. (2020). Revisiting the five-facet structure of mindfulness. Measurement Instruments for the Social Sciences, 2(7), 1-16 .
Keng, S. L., Smoski, M. J., Robins, C. J., Ekblad, A. G., & Brantley, J. G. (2012). Mechanisms of change in mindfulness-based stress reduction: Self-compassion and mindfulness as mediators of intervention outcomes. Journal of Cognitive Psychotherapy, 26(3), 270-280 .
Keskin, Y., Keskin, S.C., Kirtel, A. (2016). Examination of the compatibility of the questions used by social studies teachers in the class with the program achievements according to the SOLO Taxonomy. Journal of Education and Training Studies, 4(4), 68-76.
Kocovski, N. L., Segal, Z. V., & Battista, S. R. (2009). Mindfulness and psychopathology: Problem formulation. In Clinical handbook of mindfulness. Springer.
Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220- 223.
Lubis, F. Y., Syahlaa, S., Susiati, E., Yuanita, R. A., Wijayanti, P. A. K., & Wedyaswari, M. (2022). Academic adjustment and social support roles among undergraduate students during the COVID-19 Pandemic. The Open Psychology Journal, 15(1).
Malinowski, P., & Lim, H. J. (2015). Mindfulness at work: Positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6(6), 1250-1262.
Mettler, J., Carsley, D., Joly, M., & Heath, N. L. (2019). Dispositional mindfulness and adjustment to university. Journal of College Student Retention: Research, Theory & Practice, 21(1), 38-52.
Muhonen, H., Pakarinen, E., Poikkeus, A. M., Lerkkanen, M. K., & Rasku-Puttonen, H. (2018). Quality of educational dialogue and association with students’ academic performance. Learning and Instruction, 55, 67-79.
Munoz, R. T., Hoppes, S., Hellman, C. M., Brunk, K. L., Bragg, J. E., & Cummins, C. (2018). The effects of mindfulness meditation on hope and stress. Research on Social Work Practice, 28(6), 696-707.
Nemati, S. (2019). The role of resiliency and psychological hardiness in predicting psychological well-being. Positive Psychology Research, 5(3), 1-12.
Orsillo, S. M., & Roemer, L. (Eds.). (2007). Acceptance-and mindfulness-based approaches to anxiety: Conceptualization and treatment. Springer Science & Business Media.
Paramo, M. F., Cadaveira, F., Tinajero, C., & Rodríguez, M. S. (2020). Binge drinking, cannabis co-consumption and academic achievement in first year university students in Spain: academic adjustment as a mediator. International Journal of Environmental Research and Public Health, 17(2), 542-555.
Pekrun, R. (2006). The control- value theory of achievement emotions: assumptions, corollaries, and implication for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, R. (1992). The expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23–41). Washington, DC: Hemisphere.
Pekrun, R. (1988). Emotion, motivation und persönlichkeit. Psychologie-Verlag-Union.
Pekrun, R. (1984). An expectancy-value model of anxiety. Advances in Test Anxiety Research, 3, 53-72.
Porparizi, M., Towhidi, A., & Khezri Moghadam, N. (2018). The effect of mindfulness on academic achievement, and academic adjustment: The mediation role of academic self-concept. Positive Psychology Research, 4(3), 29-44.
Purwandari, D. A., Suryana, Y., Kusman, M., & Yunizar, L. (2016). Mindfulness, hope and compassion on a small group. International Journal of Economics, Commerce and Management, 8(5), 480- 489.
Ramasubramanian, S. (2017). Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: A mixed methods approach. International Journal of Adolescence and Youth, 22(3), 308-321.
Ramler, T. R., Tennison, L. R., Lynch, J., & Murphy, P. (2016). Mindfulness and the college transition: the efficacy of an adapted mindfulness-based stress reduction intervention in fostering adjustment among first-year students. Mindfulness, 7(1), 179-188.
Sadock, B. J. (2003). Kaplan & Sadock's synopsis of psychiatry. Behavioral science/clinical psychiatry.
Şakiroğlu, M., Gülada, G., Uğurcan, S., Kara, N., & Gandur, T. (2017). The mediator effect of mindfulness awareness on the relationship between Nomophobia and academic university adjustment levels in college students. Psycho-Educational Research Reviews, 6(3), 69-79.
Santisi, G., Lodi, E., Magnano, P., Zarbo, R., & Zammitti, A. (2020). Relationship between psychological capital and quality of life: The role of courage. Sustainability, 12(13), 5238.
Sass, S. M., Early, L. M., Long, L., Burke, A., Gwinn, D., & Miller, P. (2019). A brief mindfulness intervention reduces depression, increases nonjudgment, and speeds processing of emotional and neutral stimuli. Mental Health & Prevention, 13, 58-67.
Singh, S., & Devender, S. (2015). Hope and mindfulness as correlates of happiness. Indian Journal of Positive Psychology, 6(4), 422.
Snyder, C. R., Hardi, S. S., Cheavens, J., Michael, S. T., Yamhure, L., & Sympson, S. (2000). The role of hope in cognitive-behavior therapies. Cognitive Therapy & Research, 24(6).
Snyder, C. R. (2000). Handbook of hope: measures, and applications. Academic Press.
Taylor, R. D. (2018). Demanding kin relations, adjustment problems and academic achievement and engagement among low-income, African American adolescents. Journal of Child and Family Studies, 27(3), 707-716.
Teodorczuk, K., Guse, T., & Du Plessis, G. (2013). Mindfulness and academic achievement in South African university students Doctoral dissertation, Doctoral dissertation. Johannesburg University.
Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence and Abuse, 12(4), 220– 235.
Van der Tempel, J., McDermott, K., Niepage, M., Afifi, T. O., McMain, S., Jindani, F., ... & Zack, M. (2020). Examining the effects of mindfulness practice and trait mindfulness on gambling symptoms in women with gambling disorder: A feasibility study. International Gambling Studies, 20(1), 114-134.
Van Rooij, E. C., Jansen, E. P., & van de Grift, W. J. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33, 749-767.
Wampold, B. E., Duncan, B. L., Miller, S. D., & Hubble, M. A. (2010). The heart and soul of change: Delivering what works in therapy (2nd Ed.). American Psychological Association (p.455).
Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Personality and Individual Differences, 52(5), 632-636.
Wiguna, R. I., Dwidiyanti, M., & Sari, S. P. (2018). The influence of mindfulness on the decreasing anxiety in nursing students to support academic learning: A literature review. Holistic Nursing and Health Science, 1(1), 24-34.
Yotsidi, V., Pagoulatou, A., Kyriazos, T., & Stalikas, A. (2018). The role of hope in academic and work environments: An integrative literature review. Psychology, 9(3), 385-402.
Zhang, J. (2022). A longitudinal study of Pekrun’s control-value theory and the internal/external frame of reference model in predicting academic anxiety. Educational Psychology, 42(4), 479-500.
)