Mindfulness as a Psychological Resource for Academic Performance and Well-Being in University Students

Zh. Abishev, КУАНЖАНОВА К.Т., Lyudmila Gitikhmayeva, D.E. Teterina

2026

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DOI 10.32523/3080-1893-2026-154-1-8-22
Data confidence 85 high
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Abstract

This article presents the results of an empirical study of the relationship between mindfulness and academic performance, psychological well-being, and perceived stress levels among students. The study was conducted as part of a scientific project AR 26102139, «The Application of MBSR (Mindfulness-Based Stress Reduction) Practices to Reduce Stress and Depression Among Young People in Kazakhstan», with the support and funding of the Ministry of Science and Higher Education of the Republic of Kazakhstan. The study involved 131 students of L.N. Gumilyov Eurasian National University aged 18 to 22. The Mindful Attention Awareness Scale (MAAS) and Five-Facet Mindfulness Questionnaire (FFMQ) were used to assess mindfulness. Psychological well-being was diagnosed using the PERMA-Profiler questionnaire, and subjective stress levels were assessed using the PSS-14 scale. The grade point average (GPA) was used to assess academic performance. Statistical analysis was performed using Spearman's correlation coefficient. The analysis revealed a significant positive relationship between mindfulness and academic performance, as well as positive correlations between individual components of mindfulness and indicators of psychological well-being. The most consistent relationships were found for the component «mindfulness of actions», which is associated with a reduction in perceived stress and distress. The data obtained confirm the importance of mindfulness as a psychological resource that contributes to the emotional stability and academic performance of students.