The present study aimed to investigate the effectiveness of mindfulness-based stress management education on the academic procrastination and self-efficacy in male ninth-grade students. The research method was semi-experimental with pre test-post test design with control group. The statistical population consisted of all male ninth-grade students in Mashhad city during 2017-2018. Among them, 30 students with high scores of procrastination and low self-efficacy were selected using cluster random sampling method and randomly put into experimental and control groups (each group with 15 samples). The experimental group received 8 training sessions on mindfulness-based stress management; and the control group received irrelevant education. Tuckman Procrastination Scale (TPS) (1991) and General Self-Efficacy Scale (GSE) by Schwarzer & Jerusalem (1979) were used for data collection. Data as analyzed through the statistical analysis of covariance (ANCOVA). Findings confirmed the research hypothesis based on the effectiveness of mindfulness-based stress management education on the academic procrastination and self-efficacy in students (P<0.01); and students in the experimental group had significantly lower procrastination and higher self-efficacy than the control group in the post-test. Therefore, we can conclude that the mindedness-based stress management education affects the student procrastination and self-efficacy and can be used as an educational method by school counselors.
