Mindfulness, Self-Compassion, Resiliency and Wellbeing in Higher Education: A Recipe to Increase Academic Performance

Autor/inn/en	Egan, Helen; O'Hara, Mark; Cook, Amy; Mantzios, Michail
Titel	Mindfulness, Self-Compassion, Resiliency and Wellbeing in Higher Education: A Recipe to Increase Academic Performance
Quelle	In: Journal of Further and Higher Education, 46 (2022) 3, S.301-311 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Amy) ORCID (Mantzios, Michail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.1912306
Schlagwörter	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; United Kingdom (England) + Suchen Sie Ihr Suchwort? University; Universität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Psychohygiene; Lernleistung; Schulerfolg; Korrelation; Well-being; Wellness; Wohlbefinden; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Messverfahren; Study behavior; Study behaviour; Studienverhalten; Kritik; Gleichaltrigengruppe; Peer Group; Future; Society; Zukunft; Schulleistung; Selbstkonzept; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Arbeit; Ausland; Likert-Skala; Messdaten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01