The Predictive Role of Mindfulness and Family Functioning in Students' Academic Failure

Introduction and goal:

 Academic problems and lack of success in education are associated with many consequences and can make students face difficulties in the field of educational and career processes. Therefore, this research was conducted with the aim of predicting academic failure based on mindfulness and family functioning in students.

The research was descriptive-cross-sectional and correlational. The statistical population of the research included all male students studying in the first secondary level of Sarpol Zahab city in 2023, which with the available sampling method and according to the formula for determining the sample size of the plant (n=50+8m) the number 200 people were selected as samples. To collect data, academic failure questionnaire (Conroy et al., 2002), mindfulness (Baer et al., 2006) and family functioning (Epstein et al., 1982) were used. Data analysis was done with descriptive statistics, Pearson correlation coefficient and multiple regression with spss software.

The results showed that there is a negative and significant relationship between mindfulness and each of its components, including observation, description without labels, performance with awareness, acceptance without judgment, and non-reaction with academic failure (P<0.05). Also, this relationship between family function and each of its components including problem solving, communication, roles, emotional companionship, emotional intercourse, behavior control and overall performance with academic failure in students was negative and significant (P<0.05).

Considering the negative and widespread consequences of academic failure and the important role of psychological processes and the institution of the family in various dimensions of students' lives, especially their academic lives, it is necessary for mental health officials and educational psychologists to pay special attention to this issue.