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Investigating the Relationship between Mindfulness and Responsibility with Interpersonal Relationships and Social Acceptance of Students: The Mediating Role of Self-Regulated Learning

Document Type : Original Article

Authors

Department of Psychology, Faculty of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran

10.30476/smsj.2025.101528.1488

Abstract

Introduction: Understanding students’ social acceptance and interpersonal relationships, along with their associated factors, provides critical insights for enhancing educational and social interventions in this field. The present study aimed to examine the mediating role of self-regulation learning in the relationship between mindfulness and responsibility with interpersonal relationships and social acceptance among students.
Methods: This descriptive-correlational study included professional doctoral students at Zanjan University of Medical Sciences during the 2019-2020 academic year. The statistical population comprised 2008 students, with a sample size of 384 determined using Cochran’s formula. Data were collected using validated questionnaires: Baer’s Mindfulness Questionnaire (2006), Nemati’s Responsibility Scale (2008), Manjamizadeh Interpersonal Communication Skills Questionnaire (2012), Crown Social Acceptance Scale (1960), and Pintrich and De Groot’s Self-Regulated Learning Strategies Questionnaire (1991). Data were analyzed using the Pearson correlation test and structural equation modeling in SPSS (version 24) and AMOS-24 software. 
Results: The results revealed significant direct effects of mindfulness on both social acceptance (β=0.28) and interpersonal relationships (β=0.31). Responsibility demonstrated significant direct effects on interpersonal relationships (β=0.33) and social acceptance (β=0.45). Furthermore, self-regulated learning was confirmed as a mediating variable in the relationship between responsibility and social acceptance.
Conclusion: The findings indicated that increased mindfulness and responsibility were associated with enhanced quality of interpersonal relationships and greater social acceptance among students. Additionally, self-regulated learning served as a mediating factor by improving responsibility and social acceptance.

Keywords

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Sadra Medical Journal
Volume 13, Issue 2
April 2025
Pages 230-244
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