Abstract

Abstract
Issue of the learning has been permanently one of the main concerns of researchers, experts and instructors. There are many variables which have positive or negative effect on the students' learning process. As one of the variables, procrastination has a special position in students' learning. In this regard, this study was conducted to review the structural model of procrastination and mindfulness with an emphasis on the mediating role of cognitive abilities of high school students of Kermanshah in the school year of 2021-22. The research method has been descriptive and the correlation type has been     structural equations. The statistical population includes all high school students in Kermanshah city and 379 students were selected by a multi-stage cluster sampling method. The standard questionnaires of procrastination of Tuckman (1991), mindfulness of Bauer et al. (2006) and cognitive skills of Nejati (2013) were used to collect data. Data were analyzed using descriptive statistics and structural equations model and the results show that students' procrastination is a function of their cognitive abilities and mindfulness. The results also show that cognitive abilities can affect the relationship between students' procrastination and mindfulness, namely, procrastination is influenced by mindfulness and cognitive abilities and therefore, high mindfulness and desired cognitive abilities can be obtained. Accordingly, research findings can be used to improve student's procrastination, and supplementary educations and courses for students and parents may lead to control and improve this variable.