Abstract
INTRODUCTION: Examining the factors influencing students' academic achievement can lead to improved educational planning and enhanced teaching and learning outcomes. The aim of this study was to investigate the impact of mindfulness on academic achievement with the mediating role of adaptability among students at Jiroft University of Medical Sciences in southern Iran in 2024. METHODS: This descriptive-analytical cross-sectional study was conducted on 290 students from various fields at Jiroft University of Medical Sciences in southern Iran from January to April 2024. To select these 290 individuals, a stratified sampling proportional to size was first carried out based on the year of university entry and field of study. After the sample size was determined for each entry year and field of study, students were randomly selected using their student numbers and a random number table. The data collection instruments were the standard mindfulness, academic achievement, and adaptability questionnaires. Descriptive tests and structural equation modeling using the Partial Least Squares (PLS) method were employed for data analysis, utilizing Smart PLS3 and SPSS26 software. RESULTS: The findings indicate that students' mindfulness positively affects their academic achievement (p < 0.001, β = 0.59). Additionally, mindfulness positively influences students' adaptability (p < 0.001, β = 0.65). The results also show adaptability positively impacts students' academic achievement (p = 0.001, β = 0.57). Finally, students' mindfulness has a significant positive effect on their academic achievement through the mediating role of adaptability (p < 0.001). DISCUSSION: According to the results, a favorable state of mindfulness and adaptability among students can improve academic achievement. Therefore, it is recommended that university administrators facilitate the enhancement of students' mindfulness and adaptability by organizing relevant courses and workshops. This approach can contribute to their academic progress.