Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach
Shang Zhang, Shazia Rehman, Ya-Li Zhao, Erum Rehman, Bushra Yaqoob
BMC Psychology December 1, 2024 DOI: 10.1186/s40359-024-02284-6 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Two-wave longitudinal study using a cross-lagged panel model Peer reviewed |
|---|---|
| Sample size | 643 |
| Population | Doctoral students in higher education |
| Duration | Two waves approximately 10 months apart (Time 1 September/October 2022; Time 2 July/August 2023) |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The authors report substantial reciprocal relationships among academic stress, academic motivation, emotional intelligence, and mindfulness over two waves. Higher emotional intelligence and mindfulness were associated with reduced academic stress and enhanced motivation. They argue that interventions targeting emotional intelligence and mindfulness are needed to promote resilience and academic success. |
Abstract
Students in higher education often encounter significant academic pressure, which can have profound implications for their mental health and academic performance. The current study employs a two-wave longitudinal design to investigate the dynamic interrelationships among academic stress, academic motivation, emotional intelligence, and mindfulness. The study employed a cross-lagged panel model to investigate the temporal interactions among these four constructs and their influence on the academic experiences of doctoral students. The sample consisted of 643 individuals at Time 1 (September/October 2022), followed by a subsequent assessment involving 413 participants (July/August 2023). Notably, there was an overlap of 373 participants who were evaluated at both time points. The results indicated the presence of substantial reciprocal relationships among the constructs under investigation. The outcomes indicated that elevated emotional intelligence and mindfulness levels are associated with reduced academic stress and enhanced motivation. The implications of this analysis underscore the necessity of facilitating interventions aimed at enhancing emotional intelligence and mindfulness. These components are instrumental in promoting resilience and supporting academic success among students. These longitudinal insights hold significant importance within the academic literature as they elucidate the various stressors doctoral students encounter. Furthermore, this research provides practical implications for educators and policymakers in formulating targeted strategies to enhance student well-being and improve educational outcomes.
Comparable studies
Other observational and cohort studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Using Self-Report Assessment Methods to Explore Facets of Mindfulness Undergraduate students | 2006 | Observational cohort | |
| Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders Patients with generalized anxiety disorder or panic disorder with or without agoraphobia | 1992 | Observational cohort | n = 22 |
| Meditation experience is associated with increased cortical thickness Participants with extensive Insight meditation experience and matched controls | 2005 | Observational cohort | n = 20 |
| Meditation experience is associated with differences in default mode network activity and connectivity Experienced meditators and matched meditation-naive controls | 2011 | Observational cohort | |
| Long-term meditators self-induce high-amplitude gamma synchrony during mental practice Long-term Buddhist practitioners and controls | 2004 | Observational cohort |
Citations in the library
Cited by 3
- The Relationship Between Mindful Attention Awareness and Academic Self-Efficacy Among Nursing Students: Sense of Coherence as a Mediator Journal of Nursing Education November 9, 2026
- Mindfulness-based cognitive therapy for perceived stress and psychosomatic symptoms in Chinese adolescent girls: a mixed-methods school-based study of parent and teacher perceptions. BMC Psychology October 14, 2025
- The Effect of Mindfulness-based Interventions on Stress and Anxiety of Employment in College Students’ China
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