Purpose: The aim of this study was to investigate the structural pattern of mindfulness and family functioning with academic procrastination mediated in adaptation in high school boys.
Materials and Methods: The research method of this study was descriptive-correlation. The statistical population of the study includes all male students of Kashmar secondary school in the academic year of 2020-2021, of which 495 people have been selected by multi-stage cluster sampling. Data were collected from the Academic Procrastination Questionnaire (Solomon and Roth Bloom, 1984), the Kentucky Mindfulness Skills Questionnaire (Beer, Smith, and Allen 2004), the Family Performance Questionnaire (Epstein, Baldwin, & Bishab, 1983) and the Adjustment Questionnaire. Sinha and Singh High School Students (AISS) were used. Data analysis was performed using Pearson correlation coefficient and structural equation modeling.
Findings: The study of path coefficients showed that the direct effect of mindfulness and family performance on adaptation is positive and significant. The direct effect of adaptation on academic procrastination is also negative and significant. Also, the indirect effect of mindfulness on academic procrastination due to adjustment was -0.40 and was statistically significant and also family performance due to adjustment on academic procrastination had an indirect (-0.41) and significant effect.
Conclusion: The results showed that 53% of the changes in academic procrastination can be explained in terms of mindfulness, family functioning and adjustment