Mindfulness in Higher Education in Terms of Gender Differences and Academic Outcomes: A Correlational Study

Abstract

The study aimed to measure the mindfulness in higher education.The FFMQ was used to measure mindfulness in its five main areas: observing, describing, acting with awareness, not judging inner experience, and not reacting to inner experience. The study involved 200 university students from several academic fields. Participants were chosen using convenience sampling. The students' self-reported Grade Point Averages (GPA) was used to judge how well they did in institute. The results showed that, on average, pupils were moderately mindful in all five areas. The FFMQ was used to measure mindfulness in its five main areas:  observing, describing, acting with awareness, not judging inner experience, and not reacting to inner experience. The students' self-reported Grade Point Averages (GPA) was used to judge how well they did in school. These findings underscore the prospective benefits of incorporating mindfulness-based practices and therapies in academic environments. This may not only help students' mental and emotional health, but it could also help them do better in school and be more interested in their studies. Additionally, a little yet positive link was identified between overall mindfulness scores and academic achievement, indicating that individuals exhibiting elevated mindfulness levels generally attained somewhat superior academic results. These findings underscore the prospective benefits of incorporating mindfulness-based practices and therapies in academic environments. This may not only help students' mental and emotional health, but it could also lead to better academic performance and engagement.