Document Type : Research Paper
Authors
1 Ph.D. Student in Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Professor of Educational Psychology, Payame Noor University, Tabriz Center, Tabriz, Iran.
3 Assistant Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Abstract
This study aimed to investigate the structural model of the relationship between mindfulness and socio-emotional competence, with the mediating role of executive functions, among secondary school students with low academic performance. The research followed a descriptive-correlational design, and the statistical population consisted of second-level high school students in Khoy during the 2023–2024 academic year. A multi-stage cluster sampling method was employed, and 330 students were selected. The research instruments included the Socio-Emotional Competence Scale, the Barkley Deficits in Executive Functioning Scale (BDEFS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data were analyzed using Pearson correlation and structural equation modeling (SEM) via SPSS version 26 and AMOS version 21. The data analysis revealed that mindfulness had a significant negative effect on socio-emotional competence (β=-0.251) and on executive functions (β=-0.494). Furthermore, executive functions showed a significant negative effect on socio-emotional competence (β=-0.457). The analysis of indirect effects indicated that mindfulness had a significant positive indirect effect on socio-emotional competence through executive functions (β=0.226, P=0.003). Based on these findings, it can be concluded that mindfulness and executive functions play a significant role in the socio-emotional competence of students with low academic performance, and enhancing these cognitive and emotional capacities should be a key focus in psychological interventions.
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