Abstract
The purpose of the current study was to examine the moderating effect of mindfulness in the relationship between stress and academic adjustment in undergraduate students. This research was a descriptive study of correlation kind. 312 first year undergraduate students were selected at Lorestan University by multistage cluster sampling method. The students completed Perceived Stress Scale (Cohen and et al, 1983), Mindful, Attention Awareness Scale (Brown and Ryan, 2003), and completed the academic adjustment scale of Baker and Siryak (1989). Hierarchical linear regression analyses were used to examine the relationship between stress and academic adjustment, and also the moderating role of mindfulness. Results reveal that there is a significant relationship between stress and academic adjustment. Moderator role of mindfulness in the relationship between stress and academic adjustment was also confirmed. This study cleared that higher levels of mindfulness moderates the relationship between stress and academic adjustment.
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