Influence of physical self and mindfulness on the academic possible selves of freshman nursing students

Abstract

Abstract Objective The purposes of this study were to investigate the general level of the mindfulness, physical self, and academic possible selves in the freshman nursing students, and to explore the relationship among the three variables, so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self. Methods A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City. Data were collected using three questionnaires: Body Self-description Questionnaire, Five Factors Mindfulness Questionnaire, and Academic Possible Selves Questionnaire. There were 341 valid questionnaires. Results The mindfulness of the freshmen nursing students was at a medium level (3.03 ± 0.28), their attitude to physical self (3.66 ± 0.58) and academic possible selves (3.33 ± 0.50) were positive. There were significant gender differences among coordination, physical activity, athletic ability, strength, endurance, observation, non-response, total physical self-score, and negative future academic possible selves. In the above factors, except negative future academic possible selves, the scores for boys were higher than that for girls (all P < 0.05). There were significant positive relationships between physical self, mindfulness, and academic possible selves. Self-esteem, acting with awareness, endurance, and description were effective positive predictors of the academic possible selves, with a total explanation rate of 33.6%. Conclusion There were close relationships among the physical self, the level of mindfulness, and the academic possible selves. Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.