The relationship between Mindfulness and Attention with Academic Self-efficacy

The purpose of this research was to study the relationship between Mindfulness and Attention with Academic Self-efficacy in high school students In the 95-94 academic year in the Lordegan city. This study was Correlation- descriptive. The statistical population has consisted of all high school students, That the number of 2814 people been. Three hundred high school students from Lordegan were chosen as participants with multi-stage cluster sampling. For the collect, the data was used from mindfulness questionnaires, Academic Self-efficacy scale, and d2-test. Data were analyzed using Pearson's correlation test and Simultaneous regression Analysis. Results indicated that there is a significant relationship between Descriptive component, action with awareness component, and lack of judgment component from the Mindfulness variable with Academic Self-efficacy. Also, there is a meaningful relationship between academic self-efficacy with efficiency component, pure attention score, and commission. The results of multiple regression analysis showed that action with awareness, Descriptive, and inaction components was a significant predicting factor of Academic self-efficacy, and also efficiency and attention components were significant in predicting Academic self-efficacy. Mindfulness and concentration predict 21 and 22% of Academic Self-efficacy Common variance.