Relationship of Dispositional Mindfulness, Self-destruction and Self-criticism in Academic Performance of Boy Students
Rasoul Heshmati, Monica Pellerone
Mediterranean Journal of Clinical Psychology May 6, 2019 DOI: 10.6092/2282-1619/2018.6.1716 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Descriptive-correlational study Peer reviewed |
|---|---|
| Sample size | 205 |
| Population | Male high school students from schools in Ahar city |
| Measures | GPA, Freiburg Mindfulness Inventory, Levels of Self-Criticism Scale, Depressive Experiences Questionnaire (DEQ) |
| Topics | Meditation |
| Keywords | Academic performance Dispositional mindfulness Self-destruction Self-criticism |
| Key points | Self-criticism and self-destruction were significant negative predictors of academic performance, while dispositional mindfulness was a significant positive predictor; both comparative and internalized self-criticism were also negative predictors. The authors conclude that these factors are important determinants of academic performance and recommend MBSR and MBCT programs to improve it. |
Abstract
The aim of this research was to investigate the relationship among dispositional mindfulness, self-destruction and self-criticism in academic performance of boy students. In a descriptive-correlation study, 205 high school students from schools of Ahar city were selected by cluster sampling method. The GPA, Freiburg mindfulness inventory, The Levels of Self-Criticism Scale and Depressive Experiences Questionnaire (DEQ) were used for data collecting. The results showed that the self-criticism and self-destruction are negatively significant predictors of academic performance, and dispositional mindfulness is positively significant predictor of academic performance. As well as, the comparative self-criticism and internalized self-criticism are negatively significant predictors of academic performance. According to these results, it can be concluded that dispositional mindfulness, self-destruction and self-criticism are important determinants of academic performance. Therefore, it is recommended to use MBSR and MBCT programs to improve the academic performance of students.