1
Department of Psychology, Lorestan University, Khorramabad, Iran.
2
Department of Psychology, Lorestan University, Khorramabad, Iran
10.30473/etl.2025.73774.4355
Abstract
The present study aimed to investigate the moderating role of mindfulness in the relationship between boredom and academic engagement in high school students. The present study was applied in terms of purpose and correlational in terms of method. The statistical population consisted of female high school students (second level) in Khorramabad during the 2024–2025 academic year, totaling 25994 students. From this population, 400 students were selected as the sample through cluster random sampling using Cochran’s formula and participated in the study. The instruments included the Multidimensional State Boredom Scale by Fahlman et al. (2011), the Mindfulness Scale by Walach et al. (2006), and the Academic Engagement Questionnaire by Reeve (2013). The research data were analyzed using correlational methods and hierarchical regression analysis. The results showed that the relationship between boredom and academic engagement was negative and significant (r=-0.78, P<0.01) and mindfulness and academic engagement were positive and significant (r=0.66, P<0.01). The results of hierarchical regression analysis confirmed the moderating role of mindfulness in the relationship between boredom and academic engagement (R2=0.77; P<0.001). According to the research ndings, mindfulness, by moderating the relationship between boredom and academic engagement, can reduce the negative effect of boredom on academic engagement. Therefore, it is suggested that mindfulness-based training for students in schools be given attention by experts.
emami al agha, S. , Bahrami, E. and mir, F. (2025). The moderating role of mindfulness in the relationship between boredom and academic engagement among high school students. Research in School and Virtual Learning, 13(3), -. doi: 10.30473/etl.2025.73774.4355
MLA
emami al agha, S. , , Bahrami, E. , and mir, F. . "The moderating role of mindfulness in the relationship between boredom and academic engagement among high school students", Research in School and Virtual Learning, 13, 3, 2025, -. doi: 10.30473/etl.2025.73774.4355
HARVARD
emami al agha, S., Bahrami, E., mir, F. (2025). 'The moderating role of mindfulness in the relationship between boredom and academic engagement among high school students', Research in School and Virtual Learning, 13(3), pp. -. doi: 10.30473/etl.2025.73774.4355
CHICAGO
S. emami al agha , E. Bahrami and F. mir, "The moderating role of mindfulness in the relationship between boredom and academic engagement among high school students," Research in School and Virtual Learning, 13 3 (2025): -, doi: 10.30473/etl.2025.73774.4355
VANCOUVER
emami al agha, S., Bahrami, E., mir, F. The moderating role of mindfulness in the relationship between boredom and academic engagement among high school students. Research in School and Virtual Learning, 2025; 13(3): -. doi: 10.30473/etl.2025.73774.4355
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