Designing an Academic Failure Model Based on Academic Procrastination and Academic Burnout with the Mediating Role of Mindfulness

Abstract

Objective: The main objective of this study was to formulate an academic failure model based on academic procrastination and academic burnout with the mediating role of mindfulness.

Methodology: The research method was structural equation modeling, consisting of four variables: academic procrastination and academic burnout as independent variables, mindfulness as a mediating variable, and academic failure as the dependent variable. In this study, the Solomon and Rothblum Academic Procrastination Questionnaire (1984), the Breso et al. Academic Burnout Questionnaire (1997), and the Baer et al. Mindfulness Questionnaire (2006) were used. Participants consisted of 510 male and female upper secondary school students in Ardabil who had experienced academic failure or were at risk of academic failure, selected through purposive sampling.

Findings: The results indicated that, in examining direct effects, academic procrastination and academic burnout had a direct, negative, and significant effect on mindfulness (p = 0.001). Academic procrastination and academic burnout had a direct, positive, and significant effect on academic failure (p = 0.001). Mindfulness had a direct, negative, and significant effect on academic failure (p = 0.001). Furthermore, in examining indirect effects, academic procrastination and academic burnout had an indirect, positive, and significant effect on academic failure through the mediating role of mindfulness (p = 0.001).

Conclusion: Ultimately, the academic failure model based on academic procrastination and academic burnout with the mediating role of mindfulness demonstrated a good fit.