College Students' Mindfulness, Resilience, Flourishing, and Academic Success: An Exploratory Study from Egypt

Abstract

Limited research has been conducted on the influence of mindfulness, resilience, and well-being on academic achievement within the context of Arabic culture, particularly in higher education. The main objectives of this study are twofold. Firstly, to establish the validity of the Arabic version of the Mindful Attention Awareness Scale and the Brief Resilience Scale and to assess their factor structure using a sample from Egypt. Secondly, to investigate the proposed model that explores the mediating role of resilience and well-being in the associations between mindfulness and academic outcomes Two separate studies were undertaken, involving a total of 883 college students from Egypt (n1 = 486; n2 = 397). The administration of mindfulness, resilience, and flourishing scales was conducted as a means of measuring well-being. The utilisation of the grade point average (GPA) served as a metric for measuring academic achievement. Grade point average (GPA) scores were calculated by taking the average of the scores achieved in the modules completed during the first semester. The findings of the study indicate that the scales measuring mindfulness and resilience in the Egyptian sample are unidimensional. Significant correlations were observed between mindfulness, resilience, flourishing, and GPA. Two CFA models were analysed, and it was found that the second model exhibited a complete alignment with the data, specifically in relation to the mediator variables of resilience and flourishing. Resilience and flourishing serve as mediators within the association linking mindfulness and grade point average (GPA). There exists a positive correlation between the practice of mindfulness and academic performance, as measured by the grade point average (GPA).