Analysis of the Relationship between Mindfulness, Personality, and Academic Performance

Beier Wu

doi:10.54691/bcpep.v7i.2698

Authors

Beier Wu

DOI:

https://doi.org/10.54691/bcpep.v7i.2698

Keywords:

Mindfulness; Personality; Academic Performance; Relationship.

Abstract

Mindfulness in education research has focused solely on its ability to assist students’ academic performance. Mindfulness can be thought to have conflicting effects on academic success because of its complex link with personality and academic performance. Studies in this body of literature suggest that mindfulness has a positive impact, while others suggest that it has a negative impact. Some studies perceived the processes underlying the mindfulness effect on academic performance as enhancing self-awareness and self-regulation of student thinking, feelings, and behaviour. Nevertheless, the study points out a lack of studies on academic achievement, personality, and mindfulness. The study advises further research into the connections between mindfulness, personality, and academic achievement to determine whether, how, and under what circumstances students' mindfulness supports academic performance.

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