The present study aims at identifying the separate and interactive contribution of gratitude and mindfulness in predicting happiness; examining the relationship between these variables; identifying differences between students with high happiness and students with low happiness in gratitude and mindfulness; and identifying the levels of gratitude, mindfulness, and happiness among the students of Princess Nourah Bint Abdulrahman University. The research sample consisted of 447 female students aged 18-25 years. The research instruments included the Toronto Mindfulness Scale, the Oxford Happiness Questionnaire, as well as the Gratitude, Resentment, and Appreciation Test-Short form. The study found out that gratitude and mindfulness had a significant contribution in predicting happiness among university students (31% and 41.5%, respectively). The interaction between the total scores of mindfulness and gratitude contributed 51.5% of the variance in happiness among university students. The interaction between mindfulness, sense of abundance, and simple appreciation contributed 54.4% of the variance in happiness among university students. The study found a positive correlation between mindfulness, gratitude (sense of abundance, simple appreciation, appreciation of others), and happiness. Additionally, it was found that students at Nourah Bint Abdulrahman University had moderate levels of mindfulness and moderate to high levels of gratitude and happiness. The sense of abundance domain was moderate, the simple appreciation domain was high, and the appreciation of others domain was moderate. Mindfulness, gratitude, sense of abundance, simple appreciation, and appreciation of others increased among the students with high happiness. Received: 8 March 2021 / Accepted: 22 June 2021 / Published: 8 July 2021
The present paper aims at determining the contribution of the Sluggish Cognitive Tempo (SCT) and self-esteem to predicting Attention-Deficit Hyperactivity Disorder (ADHD) among female university students in Saudi Arabia. It examines the differences in the research variables according to academic achievement. It also identifies the correlations of these variables. The authors applied the research instruments, i.e., the Adult ADHD Self-Report Scale (ASRS-v1.1), Adult Concentration Inventory (ACI), and Rosenberg’s Self-Esteem Scale (RSES) to a sample of 203 female university students aged 19-31 years (M = 23.29 years; SD= 3.74 years). The results showed no differences in the mean scores of ASRS, ACI, and negative self-esteem in the achievement levels among university students. In contrast, there was a positive direct relationship between ADHD, SCT, and negative self-esteem. SCT contributed significantly (by 40%), whereas self-esteem contributed by 6% in predicting ADHD among university students. The study highlighted the contribution of both negative self-esteem and SCT to predicting ADHD among Saudi university students to understand the nature of the disorder and its predictors. The findings of this study can be utilized to develop preventive programs for enhancing self-esteem and increasing attention among university students. Received: 17 December 2020 / Accepted: 31 January 2021 / Published: 5 March 2021
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