Cultivating Academic Excellence: Unveiling the Impact of Mindfulness Through Psychological Capital Among Nursing Students.
Abdulaziz Mofdy Almarwani, Nada A AbuAlula, Inas A Ebeid
International Journal of Mental Health Nursing June 1, 2025 DOI: 10.1111/inm.70053 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional quantitative study Peer reviewed |
|---|---|
| Sample size | 406 |
| Population | Undergraduate nursing students in Saudi Arabia |
| Topics | Meditation |
| Keywords | Saudi arabia Academic achievement Academic excellence Psychological capital Academic success Student success Academic outcomes Student well-being Performance Cultivating mindfulness Mindful practices Inner strengths Hope Optimism Self-efficacy Resilience Fostering these traits Nursing education Nursing students |
| Citations | 1 |
| Key findings | Acting with awareness and nonjudging facets of mindfulness had direct positive relationships with academic achievement, and psychological capital mediated the relationship between mindfulness facets and academic achievement. |
Abstract
In nursing practice, sound academic performance, critical thinking, and clinical reasoning are crucial to achieving academic excellence and clinical success. Mindfulness and psychological capital present promising approaches to addressing challenges encountered in nursing education and practice. The aim of this study was to investigate the empirical and conceptual associations between mindfulness, psychological capital, and academic achievement and the mediating effects of psychological capital on the relationship between mindfulness and academic achievement. A cross-sectional quantitative study was conducted from April to September 2024 among 406 undergraduate nursing students in Saudi Arabia using the Five Facet Mindfulness Questionnaire, the 12-item Psychological Capital Questionnaire, and grade point average (GPA) as a measure of academic achievement. Covariance-based structural equation modelling analysis revealed that only the acting with awareness and nonjudging facets had direct positive relationships with academic achievement. Psychological capital was positively related to academic achievement and mediated the relationship of mindfulness facets (observing, describing, acting with awareness, and nonreactivity) with academic achievement. Thus, this study provides evidence of the positive interrelationships between specific mindfulness facets, psychological capital, and academic achievement. Its results contribute to both theory and practice by adding to the existing myriad determinants of academic achievement. The findings also guide students, teachers, and practitioners in the field of nursing in adopting interventions for enhancing both mindfulness and psychological capital to cultivate sustainable academic excellence in nursing education.
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
Cites 8
- 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
- Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior BMC Psychology March 3, 2022
- The association between mindfulness, resilience, and academic achievement of pharmacy students in Saudi Arabia Frontiers in Public Health October 22, 2024
- Mindfulness and its relationship to academic achievement among university students Frontiers in Education June 28, 2023
and 3 more in the library