Purpose: This research was conducted with the purpose of presenting a structural model for predicting wisdom in students based on academic emotions with the mediating role of mindfulness.
Materials and methods: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 1400-1401, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelet, 2003), academic excitement (Pekran et al., 2005), and mindfulness (Ryan and Bravan, 2003) were used, and all questionnaires had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.
Findings: The research findings showed that the model has a good fit. Also, the findings showed that academic emotions had a direct effect on students' wisdom, the effect of sense of cohesion on wisdom was directly equal (t = 12.58 and β = 0.86) and the indirect effect of academic emotions on students' wisdom was through the mind. Awareness was confirmed with 95% confidence.
Conclusion: The results of this research show that strengthening mindfulness through promoting positive academic emotions can increase the wisdom of students. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.