Examined the Mediating Role of Mindfulness in the Relationship Between Substance Use and Academic Performance Among Undergraduates
INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH September 14, 2026 DOI: 10.56201/ijssmr.vol.12no3.2026.pg128.141 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational cross-sectional study Longitudinal Peer reviewed |
|---|---|
| Sample size | 194 |
| Population | Undergraduate students at Enugu State University of Science and Technology (ESUT), 107 females and 87 males, mean age 20.76 years (SD = 2.62) |
| Measures | Drug Abuse Screening Test (DAST-10), Kentucky Inventory of Mindfulness Skills (KIMS), Grade Point Averages (GPA) |
| Topics | Meditation |
| Key findings | Substance use negatively predicted academic performance (β = -.247) and mindfulness positively predicted it (β = .186); mindfulness was negatively associated with substance use (β = -.160) and partially mediated the substance use-academic performance relationship (indirect effect -.085, 95% CI [-.196, .000]). The authors argue that higher mindfulness may buffer substance-related academic harm. |
Abstract
Substance use among undergraduate students poses significant risks to cognitive functioning, emotional regulation, and academic performance (AP). This study examined the mediating role of mindfulness in the relationship between substance use and AP among undergraduates. A total of 194 students from Enugu State University of Science and Technology (ESUT), comprising 107 females and 87 males (M = 20.76, SD = 2.62), were selected using multi-stage sampling. Data were collected using the Drug Abuse Screening Test (DAST-10), the Kentucky Inventory of Mindfulness Skills (KIMS), and students’ Grade Point Averages (GPA) as a measure of AP. Analysis using multiple hierarchical regression revealed that substance use negatively predicted AP (β = −.247, p = .024), while mindfulness positively predicted AP (β = .186, p = .011). Mindfulness was also negatively associated with substance use (β = −.160, p = .029). Mediation analysis indicated that mindfulness partially mediated the relationship between substance use and AP, with an indirect effect of −.085 (95% CI [−.196, .000]). These findings suggest that higher mindfulness can buffer the negative effects of substance use on academic outcomes by enhancing attention, emotional regulation, and engagement in learning tasks. The results highlight the importance of implementing mindfulness-based interventions to support students’ cognitive and emotional resilience, potentially improving GPA while reducing substance-related risks. Educational programs, institutional policies, and family support systems should integrate mindfulness practices to create a holistic framework for student well-being. Future research should examine longitudinal effects, diverse student populations, and intervention efficacy to further validate the protective role of mindfulness in academic contexts.