A Structural Model of Relationship Between Mindfulness and Feeling of Socio-Emotional Loneliness: The Mediating Role of Academic Emotion of Hope

This study aimed to investigate the mediating role of the academic emotion of hope in the relationship between mindfulness and socio-emotional loneliness. The statistical population of the study included all undergraduate students from Shiraz University who were studying in the academic year 2018-2019, from which 300 students (137 boys and 163 girls) were selected by random cluster sampling. They completed the Adolescent and Adult Mindfulness Scale (Droutman, Golub, Oganesyan & Read, 2018), Academic Emotion of Hope (Pekrun, Goetz, Titz & Perry, 2002), and Social and Emotional Loneliness Scale for Adults (Ditommaso, Brannen & Best, 2004). The results showed that the direct effect of mindfulness on the feeling of socio-emotional loneliness was not significant, but the direct effect of mindfulness on the academic emotion of hope and the direct effect of academic emotion of hope on the feeling of socio-emotional loneliness was significant. Also, the effect of mindfulness on the feeling of socio-emotional loneliness was mediated significantly by the academic emotion of hope. In general, the findings revealed the role of mindfulness and academic emotion of hope in explaining the feeling of socio-emotional loneliness and, it can be concluded that in order to reduce students’ feelings of socio-emotional loneliness, their mindfulness, and hope should be considered.