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Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?

Year 2022, Volume: 15 Issue: 1, 42 - 63, 31.01.2022
https://doi.org/10.30831/akukeg.945678

Abstract

This study aims to examine the relationship between higher education students' perceived stress levels, and their problem solving skills, awareness levels and academic achievement. Also, the mediating role of mindfulness levels and problem-solving skills on the association between perceived stress level and academic achievement was investigated. The participants of the study consisted of 938 higher education students. For data collection, three different questionnaires were administered to the participants. In addition, the personal information form prepared by the researcher was used to obtain the students' demographic characteristics and grade point averages (GPA). The results showed that there was a significant negative relationship between perceived stress levels of higher education students and their mindfulness, problem solving skills, and academic achievement. Also, it was found that mindfulness and problem-solving skills had a mediating role on the association between perceived stress level and academic achievement. Based on the findings of the study, it was concluded that mindfulness-based approaches and problem-solving skills are important for higher education students to reduce their stress levels and increase academic success. The limitations and recommendations for future research are discussed.

References

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Bilinçli Farkındalık, Problem Çözme Becerisi ve Akademik Başarı: Algılanan Stres Düzeyi Önemli Mi?

Year 2022, Volume: 15 Issue: 1, 42 - 63, 31.01.2022
https://doi.org/10.30831/akukeg.945678

Abstract

Bu çalışma yükseköğretim öğrencilerinin algılanan stres düzeyleri ile problem çözme becerileri, bilinçli farkındalık düzeyleri ve akademik başarıları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalığın ve problem çözme becerisinin aracılık rolü araştırılmıştır. Araştırmanın katılımcıları 938 yükseköğretim öğrencisinden oluşmaktadır. Veri toplama aracı olarak katılımcılara üç farklı ölçek uygulanmıştır. Ayrıca araştırmada öğrencilerin demografik özelliklerini ve yılsonu not ortalamalarını (GNO) elde etmek için araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Sonuçlar, yükseköğretim öğrencilerinin algılanan stres düzeyleri ile bilinçli farkındalıkları, problem çözme becerileri ve akademik başarıları arasında anlamlı negatif bir ilişki olduğunu göstermiştir. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalık ve problem çözme becerilerinin aracı rolü olduğu bulunmuştur. Araştırmanın bulgularına göre farkındalık temelli yaklaşımların ve problem çözme becerilerinin yükseköğretim öğrencilerinin stres düzeylerini azaltarak akademik başarılarının artması açısından önemli olduğu belirlenmiştir. Gelecekteki araştırmalar için bazı sınırlıklar ve öneriler tartışılmıştır.

References

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  • Allen, T., Henderson, T., Mancini, V., & French, K. (2017). Mindfulness and meditation practice as moderators of the relationship between age and subjective wellbeing among working adults. Mindfulness, 8, 1055– 1063. https://doi.org/10.1007/s12671-017-0681-6
  • Arch, J. J., & Craske, M. G. (2010). Laboratory stressors in clinicallyanxious and non-anxious individuals: The moderating role of mindfulness. Behaviour Research and Therapy, 48,495–505. doi:10.1016/j.brat.2010.02.005
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  • Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45.
  • Bernal-Morales, B., Rodríguez-Landa, J. F., & Pulido-Criollo, F. (2015). Impact of anxiety and depression symptoms on scholar performance in high school and university students, a fresh look at anxiety disorders. London, UK: IntechOpen Biegel, G., & Brown, K. (2010). Assessing the efficacy of an adapted in-class mindfulnessbased training program for school-age children: a pilot study. http:// www.mindfulschools.org
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  • Cash, M. ve Whittingham, K. (2010). What facets of mindfulness contribute to psychological well-being and depressive, anxious, and stress-related symptomatology? Mindfulness, 1(3), 177-182.
  • Cenkseven-Önder, F., & Utkan, Ç. (2018). The mediatory role of rumination and negative mood regulation in the relationship between mindfulness and perceived stress. Mersin University Journal of the Faculty of Education, 14(3), 1004-1019.
  • Chew‐Graham, C. A., Rogers, A., & Yassin, N. (2003). ‘I wouldn't want it on my CV or their records': medical students' experiences of help‐seeking for mental health problems. Medical Education, 37(10), 873-880.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Melih Dikmen 0000-0001-7015-6236

Publication Date January 31, 2022
Submission Date May 31, 2021
Published in Issue Year 2022 Volume: 15 Issue: 1

Cite

APA Dikmen, M. (2022). Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?. Journal of Theoretical Educational Science, 15(1), 42-63. https://doi.org/10.30831/akukeg.945678