Mindfulness and its relationship to academic self-efficacy among a sample of secondary school students

Abstract

 The study aimed to study the relationship of mindfulness and academic self-efficacy among a sample of third-year secondary school students. The study sample included (118) individuals who were selected in a stratified random manner from among the students of the third year of secondary school at Motqan Abdul Qadir Al-Yajouri in Guemar – El-Oued، including (75) from the Experimental Sciences Division، and (43) from the Arts and Philosophy Division. Relying on the descriptive، correlational approach، and using the Mindfulness Scale prepared by Pierre and others، translated and Arabized by Muhammad Al-Sayyid Abdel Rahman (2016)، and the Academic Self-Efficacy Scale by Ahmed Al-Zaq (2009)، the study concluded:There is a positive correlation between mindfulness and academic self-efficacy among third-year secondary school students in the study sample,There are statistically significant differences between the average scores of mental alertness among the students of the study sample due to the variable of the academic division (Experimental Sciences / Arts and Philosophy) in favor of the students of the Experimental Sciences Division، There are no statistically significant differences between the average scores of academic self-efficacy among the students of the study sample due to the variable of the academic division (Arts and Philosophy/Experimental Sciences).