Journal of Applied Psychological Research

Journal of Applied Psychological Research

Efficacy of Combined Package of Time Perspective and Mindfulness on the Academic Motivation and Psychological Well-Being of Students with Learned Helplessness

Articles in Press

Document Type : Research Paper

Authors
Parviz Ghanbari 1
Mozhgan Arefi 2
Mohammad Ali Nadi 3
1 Department of Educational Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
2 Associate Professor, Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
3 Department of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
10.22059/japr.2026.356840.644575
Abstract
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.
Keywords
Academic Motivation
Learned Helplessness
Mindfulness
Psychological Well-Being
Time Perspective
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Journal of Applied Psychological Research

Articles in Press, Corrected Proof
Available Online from 02 October 2026

  • Receive Date 16 March 2023
  • Revise Date 29 April 2023
  • Accept Date 12 November 2023
  • First Publish Date 26 July 2026
  • Publish Date 02 October 2026