Mindfulness, Self-Compassion, Resiliency and Wellbeing in Higher Education: A Recipe to Increase Academic Performance
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| Title: | Mindfulness, Self-Compassion, Resiliency and Wellbeing in Higher Education: A Recipe to Increase Academic Performance |
|---|---|
| Language: | English |
| Authors: | Egan, Helen, O'Hara, Mark, Cook, Amy (ORCID |
| Source: | Journal of Further and Higher Education. 2022 46(3):301-311. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Universities, Metacognition, Mental Health, Resilience (Psychology), Outcomes of Education, Correlation, Well Being, Personality Traits, Student Attitudes, Measurement, Study Habits, Criticism, Comparative Analysis, Peer Groups, Futures (of Society), Intervention, Academic Achievement, Undergraduate Students, Self Concept, Coping, Student Adjustment, Social Work, Counselor Training, Foreign Countries, Likert Scales, Measures (Individuals), Teacher Education Programs |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/0309877X.2021.1912306 |
| ISSN: | 0309-877X |
| Abstract: | Universities are facing a difficult challenge in supporting good mental health whilst striving to enhance academic performance. The present study aimed to specifically investigate the relationship between attitudinal and personality constructs that are associated with wellbeing and to explore their association with student academic outcomes. Two-hundred and six undergraduate students were recruited and were given questionnaires measuring mindfulness, self-compassion, resiliency, procrastination, consideration of future consequences, self-criticism and social comparison. At the end of the academic year, the researchers accessed their academic records and documented their academic performance. Results indicated that there are strong, clear associations between better academic performance and higher resiliency, mindfulness, self-compassion and consideration of future consequences, and negative associations to procrastination. We concluded that there is a clear gain to be had in academic performance through enhancing these elements using appropriate interventions which are user friendly, affordable and can be embedded into existing student learning and support to reinforce adaptive coping and life skills. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340011 |
| Database: | ERIC |
| Abstract: | Universities are facing a difficult challenge in supporting good mental health whilst striving to enhance academic performance. The present study aimed to specifically investigate the relationship between attitudinal and personality constructs that are associated with wellbeing and to explore their association with student academic outcomes. Two-hundred and six undergraduate students were recruited and were given questionnaires measuring mindfulness, self-compassion, resiliency, procrastination, consideration of future consequences, self-criticism and social comparison. At the end of the academic year, the researchers accessed their academic records and documented their academic performance. Results indicated that there are strong, clear associations between better academic performance and higher resiliency, mindfulness, self-compassion and consideration of future consequences, and negative associations to procrastination. We concluded that there is a clear gain to be had in academic performance through enhancing these elements using appropriate interventions which are user friendly, affordable and can be embedded into existing student learning and support to reinforce adaptive coping and life skills. |
|---|---|
| ISSN: | 0309-877X |
| DOI: | 10.1080/0309877X.2021.1912306 |
