Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and student’s academic achievement motivation

purpose: The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being, academic self-regulation and academic achievement motivation of second grade secondary school students. Methodology: This research was a semi-experimental design with pretest and post-test design with control group. A sample of 45 people who were lower in the three dependent variables were selected and randomly assigned to experimental and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education (8 sessions one and a half hours, weekly one session), and the second group was subjected to working memory training (20 Half-hour session, three sessions per week) and the control group did not receive any training. Findings: The results showed that mindfulness and working memory training increased academic well-being, self-regulation and academic achievement motivation. The results showed that there was a significant difference between the effectiveness of mindfulness and working memory training. Conclusion: Training mindfulness was more effective in increasing academic well-being, academic self-regulation and academic achievement motivation.