Introduction: Mindfulness can be defined as the conscious awareness of the present that is associated with cognitive therapy and based on the presence of mind is a new promise in explaining the approach. On the other hand, adolescence, as a special period of development, is a sensitive and critical period in which people face problems and should find solutions to solve problems and deal with them. Therefore, the present study attempted to evaluate the effectiveness of mindfulness behavior cognitive therapy on mindfulness of students’ academic achievement and the moderating role of trait and state characteristics.
Materials and Methods: The statistical population of the study consisted of all junior high school students in Ilam city. Through cluster random sampling, sixty students with high emotional distress were selected as the main sample of the study. Moreover, two scaling measures along with two questionnaires were used in order to collect the required data. Finally, multivariate analysis of covariance was applied to analyze the collected data.
Results: The results revealed that mindfulness-based group therapy had a significant effect on trait and state characteristics of alexithymia school students in Ilam (P < 0.0001). Furthermore, it was found that mindfulness-based group therapy also influences the academic achievement emotions of Ilam elementary school students (P > 0.0001).
Conclusion: Mindfulness through awareness and concentration, as one aspect of its effects on academic progress, helps the students with their studying and comprehension. It can also indirectly influence the students' academic progress in a positive manner through decreasing Alexithymia and increasing their mental health. Furthermore, it can influence the excitements of academy progress as well as alexithymia of middle school students of Ilam.