University of Tehran Journal of Applied Psychological Research 2251-8126 17 3 2026 09 23 Efficacy of Combined Package of Time Perspective and Mindfulness on the Academic Motivation and Psychological Well-Being of Students with Learned Helplessness Efficacy of Combined Package of Time Perspective and Mindfulness on the Academic Motivation and Psychological Well-Being of Students with Learned Helplessness 119 135 108079 10.22059/japr.2026.356840.644575 FA Parviz Ghanbari Department of Educational Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran. 0009-0000-2294-7295 Mozhgan Arefi Associate Professor, Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran. 0000-0002-9463-1422 Mohammad Ali Nadi Department of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran. Journal Article 2023 03 16 To examine the efficacy of a combined program of mindfulness and time perspective on the academic motivation and psychological well-being of students with learned helplessness, the current study was conducted. The research was of an applied nature, utilizing a semi-experimental method with a pre-test-post-test design, a control group, and a two-month follow-up period. The statistical population of the present study consisted of students in the second year of high school in Isfahan city during the academic year 2020-21 who were afflicted with learned helplessness. Through purposive sampling, 34 students who had acquired learned helplessness were randomly assigned to the experimental (18 students) and control (16 students) groups. Over the course of twelve weeks, the experimental group was subjected to twelve ninety-five-minute sessions of a combined package of mindfulness and time perspective. The Learned Helplessness Questionnaire (LHS), Psychological Well-Being Questionnaire (PWBQ), and Academic Motivation Scale (AMS) were the questionnaires that were implemented. The mixed ANOVA method and post hoc Bonferroni test were employed to analyze the data from the study using SPSS23 software. The results indicated that the academic motivation (F=38.46; Eta=0.54; P<0.001) and psychological well-being (F=52.99; Eta=0.62; P<0.001) of students with learned helplessness were significantly influenced by the package of time perspective and mindfulness. From the findings of the present study, it can be inferred that the theoretical and therapeutic concepts associated with time perspective and mindfulness can be effectively employed to enhance the academic motivation and psychological well-being of students with learned helplessness. To examine the efficacy of a combined program of mindfulness and time perspective on the academic motivation and psychological well-being of students with learned helplessness, the current study was conducted. The research was of an applied nature, utilizing a semi-experimental method with a pre-test-post-test design, a control group, and a two-month follow-up period. The statistical population of the present study consisted of students in the second year of high school in Isfahan city during the academic year 2020-21 who were afflicted with learned helplessness. Through purposive sampling, 34 students who had acquired learned helplessness were randomly assigned to the experimental (18 students) and control (16 students) groups. Over the course of twelve weeks, the experimental group was subjected to twelve ninety-five-minute sessions of a combined package of mindfulness and time perspective. The Learned Helplessness Questionnaire (LHS), Psychological Well-Being Questionnaire (PWBQ), and Academic Motivation Scale (AMS) were the questionnaires that were implemented. The mixed ANOVA method and post hoc Bonferroni test were employed to analyze the data from the study using SPSS23 software. The results indicated that the academic motivation (F=38.46; Eta=0.54; P<0.001) and psychological well-being (F=52.99; Eta=0.62; P<0.001) of students with learned helplessness were significantly influenced by the package of time perspective and mindfulness. From the findings of the present study, it can be inferred that the theoretical and therapeutic concepts associated with time perspective and mindfulness can be effectively employed to enhance the academic motivation and psychological well-being of students with learned helplessness. https://japr.ut.ac.ir/article_108079_fb9c090006fe92a70a4088a23108402e.pdf