Mindfulness and academic performance: The role of compassion and engagement

Miralles-Armenteros, Sandra; Chiva, Ricardo; Rodríguez-Sánchez, Alma; Barghouti, Zina

doi:10.1080/14703297.2019.1676284

Cited by 32 publications

(32 citation statements)

References 34 publications

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“…There was also no difference on IECI assessing daily stress, and SPECI, evaluating withdrawal, somatisation, anxiety, dependence, thought problems, attention, hyperactivity, disruptive behaviour, academic performance, depression and violent behaviour. Some prior studies that have demonstrated the role of mindfulness in stress (Costello & Lawler, 2014;van de Weijer-Bergsma et al, 2014), emotional and behavioural regulation (Joyce et al, 2010;Moreno-Gómez et al, 2020;Viglas & Perlman, 2018), and academic performance (Güldal & Satan, 2020;Miralles-Armenteros et al, 2021) on children, but in the present study no differences were detected in these measures. This result may be explained by the fact that both SPECI and IECI baseline data were low before the intervention, meaning that children presented previous low stress levels, and possibly minor emotional and behavioural problems.…”

Section: Discussioncontrasting

confidence: 76%

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

et al. 2021

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Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher’s mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9–11 from a primary school in Tarragona (Spain). The research was conducted between 2016–2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5–10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher’s mindfulness training in the teaching/learning process.

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Section: Discussioncontrasting

confidence: 76%

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

et al. 2021

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“…The literature has shown that being compassionate can increase well-being by raising the level of satisfaction derived from the pleasure of helping others [57]. Recent empirical research has found a positive relationship between compassion and academic engagement [58]. Hence, given the importance of encouraging academic engagement, we consider that there is a need for more specific in-depth research into the relationship between compassion and academic engagement.…”

Section: Compassion and Engagementmentioning

confidence: 98%

Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

et al. 2021

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Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

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“…Another analysis indicates that cognitive skills significantly predicted the performance in chemistry, while psychomotor skills and everyday applications had no significant impact on the performance of students (Ramnarain and Ramaila, 2018). Structural equation modeling reveals that compassion partially mediates the relationship between mindfulness and engagement and, consequently, increases academic performance (Miralles-Armenteros et al, 2021).…”

Section: Introductionmentioning

confidence: 96%

How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students

Miraj

Said

et al. 2021

Front. Psychol.

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This study explores how the scholarly accomplishments of students might increment due to specific fundamental causes. The academic performance of the student was prioritized as a dependent variable, and the independent indicators chosen were “information seeking, IT ability, reading/writing capacity, and resilience.” At the same time, age, gender, marital status, and family income were included in the control variables. The research subject samples were limited to (N = 288) postgraduate students from three mega universities in Islamabad, Pakistan. Forward regression analysis was performed in this research to decide the impact of the indicators. The results indicate that information seeking affects academic performance positively and significantly. Essentially, the study revealed that information technology (IT) skills make a fundamentally positive and significant impact on academic performance. Reading and writing influenced academic performance considerably. In addition, resilience affected academic performance emphatically and essentially. Further, this research also noted the relationships between information-seeking behaviors, IT ability, reading/writing capacities, and resilience capabilities and the academic performance of students. These variables have a positive impact on the academic performance of students.

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Mindfulness and academic performance: The role of compassion and engagement

Cited by 32 publications

References 34 publications

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students

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