Mindfulness mediates the relationship between academic stress and academic achievement among college students

The relationship between academic stress and academic achievement is a topic of interest in education. In this study I investigated the potential moderating effect of mindfulness on the association between academic stress and academic success among Chinese college students. A sample of 217 college students completed a printed questionnaire, and I analyzed the data using correlation and hierarchical multiple regression techniques. Findings revealed a negative link between academic stress and academic achievement, as well as a positive association between mindfulness and academic achievement. Furthermore, mindfulness moderated the adverse impact of academic stress on academic achievement. These outcomes enhance comprehension of the relationship between academic stress and academic achievement, suggesting that mindfulness may act as a protective factor. This underscores the necessity of further investigation into tailored mindfulness interventions for college students.