Effects of Mindfulness-Based Cognitive Therapy on Academic Motivation, Self-Efficacy, and Procrastination in High School Students

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Discussion

Quasi-experimental design improved academic motivation and self-efficacy in high school students, suggesting MBCT as a valuable intervention.

The intervention significantly improved intrinsic and extrinsic motivation while reducing academic procrastination.
Significant findings revealed improvements in self-efficacy with p < 0.01; effect sizes were 0.773 for procrastination.
A quasi-experimental design with pre-test, post-test, and control was utilized for this study.
MBCT shows promise for educational outcomes, but further research is needed on long-term effects.

Mona Amani (2025) studied this question.

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Quasi-experimental design improved academic motivation and self-efficacy in high school students, suggesting MBCT as a valuable intervention.