Abstract

Rebecca Cooke and Andrew P. Smith*

ABSTRACT

Background Past research has signified that enhancing mindfulness through training positively relates to increased well-being and that greater well-being is associated with better academic performance in university students. The present study investigated whether high natural mindfulness scores are related to greater student well-being and better academic attainment. Methods Using an online survey, 345 psychology undergraduate students answered questions on well-being, factors related to well-being (stress, psychological capital, negative coping and social support), mindfulness and academic attainment. Examination and coursework marks were also used to assess academic attainment. Results Mindfulness was positively correlated with well-being and the factors related to well-being. No relationship was found between mindfulness and academic attainment, although a negative correlation was found between mindfulness and perceived course stress and a positive correlation for work efficiency. These findings suggest that the more mindful students are, the greater their well-being, which may help buffer against the negative aspects of university life.