Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development
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Título
Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable DevelopmentFecha de publicación
2022-04-02Editor
MDPIISSN
2071-1050Cita bibliográfica
Vidal-Meliá, L.; Estrada, M.; Monferrer, D.; Rodríguez-Sánchez, A. Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development. Sustainability 2022, 14, 4251. https:// doi.org/10.3390/su14074251Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to
context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness
in educational contexts ... [+]
A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to
context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness
in educational contexts is gaining ground given the great possibilities it offers in developing students’
competences in education for sustainable development (ESD). The main goal of this study is to explore
how mindfulness plays a key role in the learning process in response to the need to develop students’
emotional competencies in ESD, and specifically how mindfulness has an impact on academic
performance through resilience. We tested the research model with a questionnaire addressed to
497 students from three higher education institutions and one secondary school. The results of a
structural equation analysis confirm the study hypotheses. We find mindfulness is positively related
to resilience, which leads to better academic performance. Thus, being mindful is a key competence
in ESD since it allows young people to face their education with the highest possibilities of training,
experience, and personal growth. This exploratory study offers further evidence of the need to invest
in mindfulness to foster resilience and academic performance and represents a first step for designing
additional interventions on this line. [-]
Publicado en
Sustainability 2022, 14, 4251Entidad financiadora
Universitat Jaume I Castellón (Spain)
Código del proyecto o subvención
code 46179
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info:eu-repo/semantics/openAccess
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