The Role of Mindfulness and Psychological Well-being in Predicting Self-Regulated Learning in University Students

Document Type : Research Paper


1 Department of Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran

2 PhD Educational Psychology, Faculty of Psychology and Educational Sciences , Allame Tabataei University, Tehran, Iran


The purpose of this study was to investigate the role of mindfulness and psychological wellbeing in predicting self-regulated learning. This study was an applied research using descriptive, cross-sectional, and regression methods of analysis. The statistical population of the study included all students of Islamic Azad University of Science and Research during the second semester of 2015-2016 academic year. The proper size of the sample was determined using the Cochran formula, and it was 384. The participants were selected using the cluster sampling method. Following the removal of invalid answers, 302 cases (200 male participants, and 102 female participants) remained to be analyzed. The scales used in the study were Ryff Psychological Well-being Questionnaire (PWB), Baer Mindfulness Questionnaire (FFMQ), and Pintrich Self-Regulated Learning Strategies Questionnaire (MSLQ). Findings indicated that there was a significant positive relationship between mindfulness and psychological well-being with self-regulated learning (p < 0.01). The results of analysis also showed that the components of lack of reaction to internal experience, positive relationships with others, and personal growth were able to predict self-regulated learning (p <0.05). Based on the findings, it can be concluded that improvement in mindfulness and psychological well-being can positively affects self-regulated learning in students.


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