TY - JOUR

T1 - Relationship Between Mindfulness, Psychopathological Symptoms, and Academic Performance in University Students

AU - Vorontsova-Wenger, Olga

AU - Ghisletta, Paolo

AU - Ababkov, Valentin

AU - Barisnikov, Koviljka

N1 - Publisher Copyright: © The Author(s) 2020.

PY - 2021/4

Y1 - 2021/4

N2 - 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.

AB - 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.

KW - academic performance

KW - anxiety symptoms

KW - depression symptoms

KW - mindfulness

KW - psychological and emotional well-being

KW - Stress

UR - http://www.scopus.com/inward/record.url?scp=85078103111&partnerID=8YFLogxK

U2 - 10.1177/0033294119899906

DO - 10.1177/0033294119899906

M3 - Review article

C2 - 31973635

AN - SCOPUS:85078103111

VL - 124

SP - 459

EP - 478

JO - Psychological Reports

JF - Psychological Reports

SN - 0033-2941

IS - 2

ER -