ArticleBMC medical education2024
The impact of mindfulness on academic achievement of students with the mediating role of adaptability: a structural equation modeling approach.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed.
- Effect of Mindfulness-Based Social-Emotional Learning Approach on Knowledge and Anxiety Levels Regarding Cervical Cancer Prevention.Healthcare (Basel, Switzerland) · 2026Article
- Growth Mindset and Self-Perceived Adaptive Intelligence: A Structural Model of Motivation, Metacognition, Self-Regulated Learning, and Academic Adaptation.Journal of Intelligence · 2026Article
- How Perceived Parental Technoference Relates to Adolescent Smartphone Addiction: Evidence from a Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2026Article
- Exploring mindfulness and language learning: EFL students' journey coping with speaking anxiety.BMC psychology · 2026Article
- Mindfulness, professional calling, and academic engagement: a parallel mediation model of presence and search among medical students.BMC medical education · 2025Article
- Predicting students' academic performance based on academic identity, academic excitement, and academic enthusiasm: evidence from a cross-sectional study in a developing country.BMC medical education · 2025Article
- A Parallel Mediation Model of Career Adaptability, Career Self-Efficacy, and Future Career Choice Among University Students: The Role of Basic Psychological Needs Satisfaction and Mindfulness.European journal of investigation in health, psychology and education · 2025Article
- The role of motivation in the association of dispositional mindfulness with self-learning and academic achievement.Frontiers in psychology · 2025Article
- Consciousness, mindfulness, and introspection: integrating first- and second-person phenomenological inquiry with experimental and EEG data to study the mind.Frontiers in psychology · 2025Article
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Abstract
introductionExamining the factors influencing students' academic achievement can lead to improved educational planning and enhanced teaching and learning outcomes. The aim of this study was to investigate the impact of mindfulness on academic achievement with the mediating role of adaptability among students at Jiroft University of Medical Sciences in southern Iran in 2024.
methodsThis descriptive-analytical cross-sectional study was conducted on 290 students from various fields at Jiroft University of Medical Sciences in southern Iran from January to April 2024. To select these 290 individuals, a stratified sampling proportional to size was first carried out based on the year of university entry and field of study. After the sample size was determined for each entry year and field of study, students were randomly selected using their student numbers and a random number table. The data collection instruments were the standard mindfulness, academic achievement, and adaptability questionnaires. Descriptive tests and structural equation modeling using the Partial Least Squares (PLS) method were employed for data analysis, utilizing Smart PLS3 and SPSS26 software.
resultsThe findings indicate that students' mindfulness positively affects their academic achievement (p < 0.001, β = 0.59). Additionally, mindfulness positively influences students' adaptability (p < 0.001, β = 0.65). The results also show adaptability positively impacts students' academic achievement (p = 0.001, β = 0.57). Finally, students' mindfulness has a significant positive effect on their academic achievement through the mediating role of adaptability (p < 0.001). DISCUSSION: According to the results, a favorable state of mindfulness and adaptability among students can improve academic achievement. Therefore, it is recommended that university administrators facilitate the enhancement of students' mindfulness and adaptability by organizing relevant courses and workshops. This approach can contribute to their academic progress.
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