Study of Relationship Between Mindfulness Practice and Academic Achievement of Secondary Students

Abstract

This study compares secondary students' mindfulness, psychopathological symptoms, and academic success. The research included 300 pupils. The Five Facet Mindfulness Questionnaire (FFMQ) examined mindfulness by observing, describing, acting with awareness, non-judging inner experience, and non-reactivity. Psychopathological symptoms and academic achievement were examined. Mindfulness is positively correlated with academic achievement, suggesting that higher mindfulness levels improve academic success. Mindfulness was also negatively connected with psychopathological symptoms, suggesting it may protect against mental illness. These data suggest that mindfulness therapies may improve university students' academic performance and mental health.