Objective: This study aimed to evaluate the impact of MBCT on academic motivation, self-efficacy, and academic procrastination among high school students. Methods and Materials: A quasi-experimental design with a pre-test, post-test, and control group was used. The study included 30 high school students selected through a multi-stage cluster sampling method. Participants were randomly assigned to either the experimental group (n = 15), which received an eight-week MBCT intervention, or the control group (n = 15), which received no treatment. Data were collected using validated scales: the Academic Motivation Scale (Vallerand et al., 1992), the Self-Efficacy Scale (Sherer et al., 1982), and the Procrastination Assessment Scale – Student Version (PASS). Analysis of covariance (ANCOVA) was performed to assess between-group differences. Findings: The experimental group demonstrated significant improvements in intrinsic and extrinsic motivation (p < 0.01) and self-efficacy (p < 0.01), along with a reduction in academic procrastination (p < 0.01). Effect sizes were highest for reducing procrastination (η² = 0.773) and improving self-efficacy (η² = 0.686). Conclusion: MBCT is an effective intervention for enhancing academic motivation and self-efficacy while reducing procrastination in students. However, future studies should explore long-term effects and compare MBCT with alternative educational interventions.
Mona Amani (Wed,) studied this question.
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