Introduction and goal: In order to prevent academic and psycho-emotional problems in students, it is considered vital to identify related factors and educational-therapeutic measures. This research was designed and implemented with the aim of investigating the effectiveness of mindfulness training on self-efficacy and responsibility in primary school students.

Research methodology: The research was semi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population included all the students studying in the elementary school of Asaluyeh city in the academic year of 2023-2024, and the number of 30 subjects was selected by the available sampling method and randomly assigned to two equal groups (experiment, 15 people and control, 15 people) were assigned. In addition to the demographic information checklist, a self-efficacy questionnaire (Morris, 2001) and a responsibility questionnaire (Lewis, 2001) were used to collect data. The data were analyzed by descriptive statistics and covariance analysis with SPSS version 26 statistical software.

Findings: The results showed that the mindfulness training program increased the total score of self-efficacy (F=89.515, P=0.000 and η=0.547) and increased the total score of responsibility (F=77.737, P=0.000 and η=0.479) and each of their components was tested in the group, but no statistically significant change was observed in the average scores of these components in the control group during the different stages of the assessment.

Conclusion: Considering the effectiveness of mindfulness training, psychologists and mental health professionals can use this therapeutic approach for psychological empowerment and reducing harm in students.