The Relationship between Mindfulness and Academic Adjustment in Students: Investigating the Mediating Role of Academic Hope Emotion and Academic Anxiety Emotion.

The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediating 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 in 2022-2023 from among, based on Cochran's formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables, the mindfulness scale of Drotman et al. (2018), the compatibility questionnaire of Sinha and Singh (1993), and Pekrun et al. (2002)'s academic excitement scale were used. The structural equation modeling method was used to analyze the data. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship between academic adjustment and mindfulness with the mediation of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness can 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 the relationship between mindfulness and academic adjustment. Thus, it can be concluded that in order to increase the academic adjustment of students, it is required to pay attention to their mindfulness, academic hope, and academic anxiety. [ABSTRACT FROM AUTHOR]