Article
Mindfulness, cognitive functioning, and academic achievement in college students:the mediating role of stress
Current Psychology
(2021)
Abstract
Higher trait mindfulness may be associated with better cognitive functioning and academic achievement in college students. Although mediating mechanisms are unclear, lower stress levels could explain this relationship. Participants: Cross-sectional online survey (n = 534; 33% non-white; Apr 2018 – Sep 2019). Path analysis tested Perceived Stress as a mediator between specific facets of trait mindfulness and three measures of self-reported cognitive functioning and academic achievement: Cognitive Abilities, Cognitive Concerns, and GPA. Perceived Stress fully or partially mediated the relationship between all facets of trait mindfulness and perceived cognitive functioning. Only Decentering, however, was associated with higher GPA as a function of lower stress. Lower stress can explain the link between higher trait mindfulness and better cognitive functioning, but not necessarily academic achievement. Future research is needed to address causality, examine objective measures of cognitive functioning, and extend this explanatory model to mindfulness training.
Disciplines
Publication Date
October 14, 2021
DOI
https://doi.org/10.1007/s12144-021-02340-z
Citation Information
Emma E. McBride and Jeffrey M. Greeson. "Mindfulness, cognitive functioning, and academic achievement in college students:the mediating role of stress" Current Psychology (2021) Available at: http://works.bepress.com/jeffrey-greeson/42/