Mindfulness among University Students and Its Relationship to Their Psychological Hardiness
Ahmad Al Alwan, Jaber Alhubaidah, Saud Alharbi
Educational Process: International Journal December 6, 2025 DOI: 10.22521/edupij.2025.16.189 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional survey Peer reviewed |
|---|---|
| Sample size | 1,050 |
| Population | Male and female university students at the College of Basic Education, Public Authority for Applied Education and Training, Kuwait, academic year 2024/2025 |
| Topics | Meditation |
| Keywords | Psychological hardiness University student |
| Key findings | Students reported high levels of mindfulness (mean 3.66) and psychological hardiness (mean 3.71). Mindfulness and psychological hardiness were positively correlated (r = .66), with mindfulness explaining 20.7% of the variance in hardiness. No significant gender differences were found, but fourth-year students showed significantly higher levels than other academic levels. |
Abstract
Background/purpose. This study aimed to examine the mindfulness and psychological hardiness levels among university students and investigate the relationship between mindfulness and psychological hardiness. Materials/Methods. In light of the research objectives, a sample of 1,050 male and female students studying at the College of Basic Education, Public Authority for Applied Education and Training, Kuwait, during the academic year 2024/2025 was selected using a simple random sampling method. Two scales were used for data collection: one measuring mindfulness and the other measuring psychological hardiness. Results. The results showed that university students reported high levels of mindfulness (µ=3.66) and psychological hardiness (µ=3.71). There were differences in psychological hardiness and mindfulness levels due to gender and academic level. However, the study found no statistically significant differences in psychological hardiness and mindfulness levels due to gender, while significant differences were found due to academic level, favouring fourth-year students. A statistically significant positive correlation was found between mindfulness and psychological hardiness(r=.66). Finally, mindfulness explained 20.7% of the explanatory variance in psychological hardiness scores. Conclusion. In light of these results, the researchers recommend future studies addressing the relationship between mindfulness and other variables, such as self-concept and academic self-efficacy among students.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |