Thesis:

The Effectiveness of Mindfulness Intervention on Academic Engagement and Academic Achievement of Fifth-Grade Elementary Students in Mashhad

The present study aimed to investigate the effectiveness of mindfulness training on academic engagement and academic performance among fifth-grade elementary students in Mashhad. This research was applied in purpose and employed a quasi-experimental method with a pretest–posttest design and a control group. The statistical population consisted of all fifth-grade students in the 2024–2025 academic year, and the sample was selected through simple random sampling from two classes. The sample included 30 students who were randomly assigned to the experimental group (15 students) and the control group (15 students). The experimental group received eight 60-minute sessions of mindfulness training based on the protocol of Bowens and Marlatt (2011), while the control group did not receive any intervention.To measure the variables, the Academic Engagement Scale developed by Fredricks, Blumenfeld, and Paris (2004), consisting of behavioral, emotional, and cognitive components, and the Academic Performance Questionnaire by DuPaul, Rapport, and Perriello (1991), consisting of academic productivity, academic success, and impulse control components, were used. Data were analyzed using univariate ANCOVA and multivariate MANCOVA. The results indicated that mindfulness training had a significant positive effect on increasing academic engagement and improving academic performance. Multivariate findings also showed a significant overall effect of the intervention on the combined dependent variables. The high effect sizes demonstrate the considerable effectiveness of mindfulness training on various aspects of students’ academic and motivational functioning.

Keywords: Keywords: mindfulness training, academic engagement, academic performance, students, fifth grade.