Abstract
The current project hypothesized that mindfulness practice should improve the academic performance of undergraduate students. However, no significant relationships were found between mindfulness practices neither with FFMQ nor MAAS scores. Two distinct groups of university students were evaluated by the Five Facet Mindfulness Questionnaire (FFMQ) and the Mindful Attention Awareness Scale (MAAS). The descriptive analysis of our groups showed positive changes in academic outcomes thanks to the mindfulness practice. In the first trial, adverse changes in FFMQ, MAAS and academic averages findings were observed. Meanwhile, positive differences in FFMQ, MAAS and academic averages outcomes were found in the second trial. Results from the current study suggest that either mindfulness stage is not affected by mindfulness practices on the first scenario and, the second sample represent an ideal experience of mindfulness group. The FFMQ and MAAS may need adaptation for specific groups like engineering or science students.
Highlights
Recent years have witnessed a growing portion of students experiencing social, emotional, and behavioral problems that interfere with their academic success, and their potential to become competent professionals and productive citizens (Greenberg, Domitrovich, & Bumbarger, 2000)
In the original trial from which these data were drawn, negatives changes in Five Facet Mindfulness Questionnaire (FFMQ) and Mindful Attention Awareness Scale (MAAS) outcomes were observed in relationship with academic averages vs. the positives changes in FFMQ and MAAS outcomes were found in relation with academic averages in the second trial (Bowen & Enkema, 2014); significant associations in FFMQ and MAAS in relationship with academic averages were not reported in each case
Thanks to the growing number of research on mindfulness, we can mention studies do suggest an association between mindfulness practice and clinical outcomes (Elwafi, Witkiewitz, Mallik, IV, & Brewer, 2013), yet the relationship of FFMQ scores to both practice and findings is inconsistent
Summary
Recent years have witnessed a growing portion of students experiencing social, emotional, and behavioral problems that interfere with their academic success, and their potential to become competent professionals and productive citizens (Greenberg, Domitrovich, & Bumbarger, 2000). Using one-way ANOVA to examine if demographic characteristics and background variables differed between the groups and one-way analyses of covariance (ANCOVAs), to explore post-test differences between the three conditions on the Stroop variables, the FFMQ scales, decentering, the psychological well-being (PWB) total scale, the HAD scales, and the cope scales, they compared mindfulness meditation with both an active control group (relaxation training) as well as an inactive wait-list group They were hypothesized that the mindfulness group would increase significantly in mindfulness and the relaxation group would show substantially more significant improvements than the wait-list group in depression, anxiety, and PWB. We undertook a quantitative exploratory pilot study to learn about the impact of introducing mindfulness practices within the classroom in a higher education setting and its influence on academic performance
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