Mindfulness and Procrastination Among University EFL Learners: The Role of Attention Control and Self-Regulated Learning

Abstract

The present study aimed to investigate the interconnections among mindfulness, self-regulated learning (SRL), attention control, and procrastination among English as a foreign language (EFL) learner in Iran. Additionally, the mediating influence of SRL and attention control on mindfulness-procrastination link were tested. For this purpose, 272 university EFL students were conveniently selected and administered self-report questionnaires. Structural equation modeling and mediation analyses were employed. The results indicated that greater levels of SRL and attention control were related to lower levels of procrastination. Further, mindfulness directly predicted SRL and attention control. The findings also showed that although mindfulness did not directly account for procrastination, it could indirectly impact procrastination via the mediation of SRL and attention control. The findings were discussed, and implications and suggestions for future research were presented.