Background: In order to regulate excitement and academic motivational beliefs, several methods and solutions have been stated by psychologists. One of these methods is cognitive therapy intervention based on mindfulness. Mindfulness is
derived from cognitive behavioral therapy and is one of the important components of the third wave of psychological therapy models. Purpose: Based on this, the present study aims to determine the effectiveness of cognitive therapy based on mindfulness on academic motivational beliefs and emotional regulation in students. Aim: Based on this, the present study aims to determine the effectiveness of cognitive therapy based on mindfulness on academic motivational beliefs and emotional regulation in students.
Methodology: The research method was a semi-experimental design with pre-testpost-test and control group. The tatistical population of the current research will include all the male students of the second level of secondary school in Noorabad Mamsani city in the academic year of 5810-5816. The sampling method in this research is cluster random, and in the next step, the number of 08 male students of the second level of secondary school in two The group (experimental group (58 people) and control group (58 people) were randomly assigned. To collect data in this research, Gross and John's Emotion Regulation Questionnaire (ERQ) (5885) and Motivational Beliefs Questionnaire (MSlQ) were used. (1993), was used. Mindfulness-based cognitive therapy intervention training programs were held in person for the students of the experimental group during (0) 68-minute sessions once a week, while the control group did not receive training.
Conclusions: The results of the data analysis of the present study showed that in the post-test stage between the two experimental and control groups, there was a difference in terms of increasing positive emotion regulation (reevaluation),
educational motivational beliefs and decreasing negative emotion regulation