University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 14 28 2017 12 22 The Moderating Role of Mindfulness on the Relationship between Stress and Academic Adjustment in College Student The Moderating Role of Mindfulness on the Relationship between Stress and Academic Adjustment in College Student 83 104 3594 10.22111/jeps.2017.3594 FA Masoud Khanjarkhani Faculty of Sis tan and Baluchistan Mohammad Abbasi Faculty of Lorestan Journal Article 2018 02 17 The purpose of the current study was to examine the moderating effect of mindfulness in the relationship between stress and academic adjustment in undergraduate students. This research was a descriptive study of correlation kind. 312 first year undergraduate students were selected at Lorestan University by multistage cluster sampling method. The students completed Perceived Stress Scale (Cohen and et al, 1983), Mindful, Attention Awareness Scale (Brown and Ryan, 2003), and completed the academic adjustment scale of Baker and Siryak (1989). Hierarchical linear regression analyses were used to examine the relationship between stress and academic adjustment, and also the moderating role of mindfulness. Results reveal that there is a significant relationship between stress and academic adjustment. Moderator role of mindfulness in the relationship between stress and academic adjustment was also confirmed. This study cleared that higher levels of mindfulness moderates the relationship between stress and academic adjustment. The purpose of the current study was to examine the moderating effect of mindfulness in the relationship between stress and academic adjustment in undergraduate students. This research was a descriptive study of correlation kind. 312 first year undergraduate students were selected at Lorestan University by multistage cluster sampling method. The students completed Perceived Stress Scale (Cohen and et al, 1983), Mindful, Attention Awareness Scale (Brown and Ryan, 2003), and completed the academic adjustment scale of Baker and Siryak (1989). Hierarchical linear regression analyses were used to examine the relationship between stress and academic adjustment, and also the moderating role of mindfulness. Results reveal that there is a significant relationship between stress and academic adjustment. Moderator role of mindfulness in the relationship between stress and academic adjustment was also confirmed. This study cleared that higher levels of mindfulness moderates the relationship between stress and academic adjustment. https://jeps.usb.ac.ir/article_3594_d90fd263acdf27bd3c36fe8a941fd1b5.pdf