Relationship of Dispositional Mindfulness, Self-destruction and Self-criticism in Academic Performance of Boy Students

Abstract

The aim of this research was to investigate the relationship among dispositional mindfulness, self-destruction and self-criticism in academic performance of boy students. In a descriptive-correlation study, 205 high school students from schools of Ahar city were selected by cluster sampling method. The GPA, Freiburg mindfulness inventory, The Levels of Self-Criticism Scale and Depressive Experiences Questionnaire (DEQ) were used for data collecting. The results showed that the self-criticism and self-destruction are negatively significant predictors of academic performance, and dispositional mindfulness is positively significant predictor of academic performance. As well as, the comparative self-criticism and internalized self-criticism are negatively significant predictors of academic performance. According to these results, it can be concluded that dispositional mindfulness, self-destruction and self-criticism are important determinants of academic performance. Therefore, it is recommended to use MBSR and MBCT programs to improve the academic performance of students.