The Impact Of Mindfulness Practices, Academic Achievement And Stress Management Among University Students

Abstract

The current study is determine the effect of Academic Stress and the application of Mindfulness practices on the academic performance of the University students of Khyber Pakhtunkhwa Pakistan. In line with Cognitive Load Theory as the theoretical concept of the study, it suggests that mindfulness act as a tool in minimizing extraneous cognitive load thus facilitating improved learning and performance as well as ameliorating the impacts of stress. A set of questionnaires was provided on a structured format for gathering data from the undergraduate students who are subjects to this study. For collecting data related to mindfulness levels, stress levels, and academic outcomes, reliance was mainly made on a 5-Point Likert Scale. Correlation and regression analyses show that no-levels of academic performance increase with increased levels of mindfulness while there is a consistent decrease in academic performance as the level of stress increased. The context of these findings makes the present study's authors suggest the importance of mindfulness as a useful strategy in improving the mental wellbeing and academic ability as well among students. There is need to incorporate the mindfulness program into the curricula offered in universities, which are meant to make students able to enhance control of emotions as well as how to control stress among others, creating an enabling environment for learning.