Abstract
The transition to college enhances feelings of loneliness, and lonely students typically underperform academically due to the depletion of cognitive resources. Mindfulness practice has been demonstrated to improve certain cognitive abilities. The current study examined whether mindfulness practice may moderate the relations between perceived loneliness and academic performance. In this study we combined data from two separate studies. In the first, loneliness, optimism, and academic self-efficacy were measured at the beginning of the academic year. In the second, mindfulness workshops were conducted in order to examine their impact on memory performance. In all, 73 college students in their first semester participated in the conjoint study (N = 50 mindfulness practice and N = 23 control). Their grades at the end of the semester and at the end of the year were also collected. Regression analyses were conducted in order to examine whether mindfulness moderated the effect of loneliness on academic achievements, and revealed that: a) loneliness was negatively correlated with recognition memory performance and with grades; b) grades were higher in the mindfulness group than in the control group; c) mindfulness and loneliness interacted, such that loneliness negatively predicted academic grades only for students who did not practice mindfulness. The results suggested that mindfulness practice may reduce the outcomes of loneliness on academic achievements in the first year of college.
Highlights
Loneliness is one’s subjective feeling of social isolation, regardless of one’s actual social status [1]
Mean scores were calculated in the loneliness, optimism, and academic self-efficacy questionnaires, such that a high score indicated a high rate of loneliness, optimism, and academic self-efficacy, respectively
Memory performance was assessed in the mindfulness group using pre-intervention data, memory performance scores in the mindfulness and control groups represent initial, unmanipulated memory rates
Summary
Loneliness is one’s subjective feeling of social isolation, regardless of one’s actual social status [1]. In a comprehensive meta-analysis, Masi, et al [13] examined the efficiency of different interventions to reduce loneliness and its effects They concluded that interventions designed to improve social cognition [14] were found to be effective in decreasing loneliness. In the current study we propose that employing interventions aimed at improving cognitive performance without tapping directly onto aspects of social cognition, may be revealed as an efficient approach for reducing the maladies of loneliness. Such interventions, namely meditation-based interventions, are low cost, highly efficient and easy to employ [16].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
