Abstract:

Despite the fact that the origins of the concept of mindfulness are very old, its importance in human life has been understood in recent years and it has been used frequently to improve human life. Conscious awareness, in its simplest definition, means that the individual stays in the moment he lives and realizes the things around him as they are. In this way, conscious awareness increases the ability of the person to concentrate, and it can also enable him to understand what is really happening without interpreting it with an automatic thought system. In this sense, it was thought that students' examining themselves and their environment with conscious awareness may be related to academic success. The purpose of this study is to use quantitative methods to investigate the association between high school students in their eleventh and twelfth grades who are deciding on a career and their degrees of mindfulness, academic motivation, and academic performance. A total of 440 high school students participated in the data collection process, and 406 students took part in the final analysis. Personal Information Form, Comprehensive Mindfulness Experiences Inventory for Adolescents, Academic Motivation Scale were applied to the students who participated in the research. As a result of the analyzes carried out, statistically significant differences were found between academic motivation and mindfulness experiences of adolescents and school success. Students with high school success scores were found to have higher motivation scores towards achieving academic goals, recognition and external order, compared to other success groups. When the awareness levels were compared between the groups with low and high school achievement scores, a significant difference was found. It has been determined that there is a positive correlation between the sub-dimensions of Comprehensive Conscious Awareness Inventory for Adolescents (EPSI) and the sub-dimensions of decentralization and unresponsiveness and motivation levels. It has been determined that students with high level of "Behaving with awareness", one of the sub-dimensions of mindfulness, have high school success scores.

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