The Influence of Mindfulness-Based Factors on Well-Being in an Academic Setting

Abstract

The mindfulness components of acceptance, decentering, and non-attachment allow individuals to be less defensive and to respond more adaptively to challenges in their environment. In an academic environment this could be helpful in mitigating the stress associated with failure, which in turn may allow for greater well-being. Therefore, the purpose of Study 1 was to examine whether these protective factors might allow students to feel less academic burnout and greater academic engagement. College students (N = 222) completed an online survey that measured the study variables. Hierarchical multiple regression analyses showed that Decentering and Acceptance significantly predicted Academic Burnout. Decentering also was shown to be a significant predictor of School Engagement. Given that Decentering was related to both Academic Burnout and Engagement, in Study 2 this variable was manipulated to determine whether it would allow individuals to respond more adaptively in the context of an academic failure. All participants took a challenging test and were given feedback that they failed it. Then, participants engaged in either a Decentering meditation or a Control condition. Participants then completed a second test and were asked about their levels of Stress, Focus and Confidence after completing the test. Participants in the Decentering condition reported lower Stress and higher Confidence, as compared to the Control condition. This research suggests that these components of mindfulness, and decentering in particular, could play an important role in fostering well-being in an academic environment. Implications of these results and recommendations for future work are discussed.