Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?
Kuramsal Eğitimbilim January 31, 2022 DOI: 10.30831/akukeg.945678 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational cross-sectional survey Peer reviewed |
|---|---|
| Sample size | 938 |
| Population | Higher education students |
| Topics | Meditation |
| Citations | 16 |
| Key findings | Perceived stress was negatively associated with mindfulness, problem-solving skills, and academic achievement among 938 higher education students. Mindfulness and problem-solving skills mediated the relationship between perceived stress and academic achievement, leading the authors to argue that mindfulness-based approaches and problem-solving skills are important for reducing stress and increasing academic success. |
Abstract
This study aims to examine the relationship between higher education students' perceived stress levels, and their problem solving skills, awareness levels and academic achievement. Also, the mediating role of mindfulness levels and problem-solving skills on the association between perceived stress level and academic achievement was investigated. The participants of the study consisted of 938 higher education students. For data collection, three different questionnaires were administered to the participants. In addition, the personal information form prepared by the researcher was used to obtain the students' demographic characteristics and grade point averages (GPA). The results showed that there was a significant negative relationship between perceived stress levels of higher education students and their mindfulness, problem solving skills, and academic achievement. Also, it was found that mindfulness and problem-solving skills had a mediating role on the association between perceived stress level and academic achievement. Based on the findings of the study, it was concluded that mindfulness-based approaches and problem-solving skills are important for higher education students to reduce their stress levels and increase academic success. The limitations and recommendations for future research are discussed.
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 |
Citations in the library
Cited by 2
Cites 13
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial. International Journal of Stress Management May 1, 2005
- What Do We Really Know About Mindfulness-Based Stress Reduction? Psychosomatic Medicine 2002
- Mindfulness-Based Stress Reduction as a Stress Management Intervention for Healthy Individuals Journal of Evidence-Based Complementary & Alternative Medicine July 22, 2014
and 8 more in the library