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Abstract
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Background: Academic procrastination refers to the deliberate postponement of academic assignments despite being aware of
the negative consequences.
Objectives: This study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on academic emotions and
academic optimism among procrastination students.
Methods: The present study was a semi-intervention type. The statistical population of the study consists of all procrastinating students
of Payame Noor University, Bostan Abad Branch, who were studying in the academic year 2020. The study sample included 30
undergraduate students who were selected by convenience sampling and randomly divided into two groups (15 persons in the intervention
group and 15 persons in the control group). Also, the intervention group was treated for eight sessions of one hour based
on Kabat Zinn treatment protocol. To collect data, Tuckman Procrastination Questionnaire, Pekrun Academic Emotions (2002), and
Academic Optimism Questionnaire were used. To analyze the data, covariance was used, which was analyzed with SPSS-23.
Results: The results showed that mindfulness-based cognitive therapy increased positive emotions such as pleasure (P< 0.01), hope
(P < 0.01) pride (P < 0.01), and decreased negative emotions, i.e., anger (P < 0.01), anxiety (P < 0.01), shame (P < 0.01), disappointment
(P < 0.01), and fatigue (P < 0.01) in the intervention group. Also, the results of the variable of academic optimism showed
that cognitive therapy based on mindfulness was associated with an increase in the components of trust (P < 0.01) and academic
emphasis (P < 0.01), while on the component of the sense of identity (P > 0.01) had no significant effect.
Conclusions: Based on the findings of the present study, it was found that mindfulness training can be used as an effective intervention
to moderate positive academic emotions and increase students’ academic optimism.
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