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Background and Objective: The present study aimed to determine the relationship between the components of mindfulness and academic procrastination with the mediating role of academic self-concept in students of Zanjan University of Medical Sciences in 2018-2019. Materials and Methods: This descriptive, correlational study was performed on 315 students (selected from a population of 1759 individuals) using random sampling. Notably, the sample size was determined using Cochrane’s formula. Data were collected using PASS by Solomon & Rothblum, ASCQ by Wang, and 39-item FFMQ by Baer et al., and data analysis was performed using Pearson’s correlation coefficient, linear multiple regression, and Baron and Kenny’s method (to determine the mediating role). Results: In this study, there was a significant correlation between mindfulness components and academic procrastination and academic self-concept (P |
