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Title

Relationship between mindfulness, psychopathological symptoms, and academic performance in university students

Authors
Ababkov, Valentin
Published in Psychological reports. 2020, p. 1-20
Abstract It has been shown that a mindfulness construct involving five component skills (observing, describing, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience) is related to well-being and lessens depression, anxiety, and stress symptoms. This study investigates the relationship between mindfulness, academic performance, and psychopathological symptoms in a sample of Swiss university students during preparation for examinations. A total sample of 150 university students from the psychology department at the University of Geneva were invited to report their mindfulness skills and academic performance, as well as anxiety, depression, and stress symptoms, through self-report measures. Results indicated that the total mindfulness score and the nonreactivity facet of mindfulness were associated with depression scores. Furthermore, mindfulness skills were positively correlated with students' academic performance. Finally, certain demographic variables, such as gender, were linked to the presence of depression, anxiety, and stress symptoms in our sample. The clinical implications of these results are discussed.
Keywords StressMindfulnessDepression symptomsAnxiety symptomsPsychological and emotional well-beingAcademic performance
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Article (Accepted version) (188 Kb) - public document Free access
Other version: http://journals.sagepub.com/doi/10.1177/0033294119899906
Structures
Research group Méthodologie et analyse des données (MAD)
Project
Swiss National Science Foundation: NCCR LIVES
Citation
(ISO format)
VORONTSOVA-WENGER, Olga et al. Relationship between mindfulness, psychopathological symptoms, and academic performance in university students. In: Psychological Reports, 2020, p. 1-20. doi: 10.1177/0033294119899906 https://archive-ouverte.unige.ch/unige:146519

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Deposited on : 2020-12-15

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