The Role of Mindfulness in Academic Stress, Self-Efficacy, and Achievement in College Students

Abstract

This study was designed to assess the predictive quality of specific measures toward academic success in college students. In particular, high school grade point average, (GPA), American College Testing exam scores (ACT), academic stress, academic self-efficacy, and mindfulness measures were used as independent variables to determine their predictive significance toward undergraduate fall 2010 semester GPAs. Data from 268 undergraduate students at Midwestern university were collected and analyzed. Results revealed significant predictive quality of high school GPA and academic self-efficacy toward undergraduate performance. However, ACT scores, academic stress, and mindfulness measures were not found to be predictive of undergraduate semester GPAs. Further analysis showed significant positive correlations between: high school GPA and semester GPA; self-efficacy and semester GPA, ACT and semester GPA, ACT and high school GPA, self-efficacy and stress, and mindfulness and stress.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Steven Conn (Supervisor)