Published March 30, 2025 | Version v1
Journal article Open

Investigating the Interplay Between Mindfulness and Academic Stress Among Undergraduate University Students of Peshawar

Authors/Creators

  • 1. BS Scholar (Psychology), Fazaia College of Education for Women, Peshawar, Khyber Pakhtunkhwa, Pakistan.
  • 2. Assistant Professor, Teacher Education Department, Qurtuba University, Peshawar Campus, Khyber Pakhtunkhwa, Pakistan.
  • 3. Head of Department, Department of Psychology, Fazaia College of Education for Women, Peshawar, Khyber Pakhtunkhwa, Pakistan.

Description

This research delves into the link between academic stress and mindfulness among undergraduate university students in Peshawar. The study involved 200 students from various universities in Peshawar (selected sample universities were University of Peshawar, CECOS University, Islamia University, National University of Modern Languages and City University), aged 18 to 25, and chosen through a multi-stage random sampling method with age and gender stratification. The Perceived Stress Scale (PSS) gauged how situations impact emotions and disrupt academics, while the Mindfulness Attention Awareness Scale (MAAS) measured mindfulness levels alongside demographic data. Statistical Package for Social Sciences (SPSS) was utilized for data analysis, encompassing descriptive and inferential stats, psychometric properties, Pearson correlation coefficient, and independent sample t-test. Findings revealed a significant negative correlation between mindfulness and academic stress, affirming both hypotheses, indicating that higher mindfulness related to lower academic stress among undergraduate university students at university level.

Files

2+Investigating+the+Interplay+-+Palwasha+Khalid.pdf

Files (197.4 kB)

Additional details

Identifiers

DOI
10.63062/trt/WR25.053

Related works

Has metadata
Journal article: 10.63062/trt/WR25.053 (DOI)

References

  • Bahl, S., Milne, G. R., Ross, S. M., & Chan, K. (2013). Mindfulness: A Long-Term Solution for Mindless Eating by College Students. Journal of Public Policy & Marketing, 32(2), 173–184. https://doi.org/10.1509/0743-9156-32.2.173
  • Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being present: Mindfulness and Its Role in Psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
  • Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31(1), 23–33. https://doi.org/10.1007/s10865-007-9130-7
  • Catak, P. D. (2012). The Turkish Version of the Cognitive and Affective Mindfulness Scale-Revised. Europe's Journal of Psychology, 8(4), 603–619. https://doi.org/10.5964/ejop.v8i4.436
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404
  • Dunkley, C. R., Goldsmith, K. M., & Gorzalka, B. B. (2015). The potential role of mindfulness in protecting against sexual insecurities. The Canadian Journal of Human Sexuality, 24(2), 92-103. https://doi.org/10.3138/cjhs.242-a7
  • Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. https://doi.org/10.1080/07448481.2017.1278605
  • Gupta, K. (2020). Psycho-social Impact Psychological Concerns and Interventions "Academic Stress among College students during COVID-19 Pandemic Lockdown." Journal of Psychosocial Research, 15(2), 555–561. https://doi.org/10.32381/jpr.2020.15.02.17
  • Hayes, A. M., & Feldman, G. (2004). Clarifying the construct of mindfulness in the context of emotion regulation and the process of change in therapy. Clinical Psychology: Science and Practice, 11(3), 255-262. https://doi.org/10.1093/clipsy.bph080
  • Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169-183. https://doi.org/10.1037/a0018555
  • Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537-559. https://doi.org/10.1177/1745691611419671
  • Howarth, A., Smith, J. G., Perkins-Porras, L., & Ussher, M. (2019). Effects of brief mindfulness-based interventions on health-related outcomes: A systematic review. Mindfulness, 10(10), 1957-1968. https://doi.org/10.1007/s12671-019-01163-1
  • Iqbal, F., Iqbal, F., & Humayun, G. K. (2023). Factor structure of the five facets mindfulness questionnaire (FFMQ) (15 items) in a collectivist society—Pakistan. Psychology in the Schools, 60(7), 2502-2519. https://doi.org/10.1002/pits.22875
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy/bpg016
  • Keng, S., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. https://doi.org/10.1016/j.cpr.2011.04.006
  • Lal, K. (2014). Academic stress among adolescent in relation to intelligence and demographic factors. American International Journal of Research in Humanities, Arts and Social Sciences, 5(1), 123-129.
  • Lee, K. J., & Lee, S. M. (2020). The role of self-compassion in the academic stress model. Current Psychology (New Brunswick, N.J.). https://doi.org/10.1007/s12144-020-00843-9
  • Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. General Hospital Psychiatry, 17(3), 192-200. https://doi.org/10.1016/0163-8343(95)00025-m
  • Mosley, T. H., Perrin, S. G., Neral, S. M., Dubbert, P. M., Grothues, C. A., & Pinto, B. M. (1994). Stress, coping, and well-being among third-year medical students. Academic Medicine, 69(9), 765-7. https://doi.org/10.1097/00001888-199409000-00024
  • Prakash, R. S., Voss, M. W., Erickson, K. I., & Kramer, A. F. (2015). Physical activity and cognitive vitality. Annual Review of Psychology, 66(1), 769-797. https://doi.org/10.1146/annurev-psych-010814-015249
  • Schotanus-Dijkstra, M., Pieterse, M. E., Drossaert, C. H., Walburg, J. A., & Bohlmeijer, E. T. (2017). Possible mechanisms in a multicomponent email guided positive psychology intervention to improve mental well-being, anxiety and depression: A multiple mediation model. The Journal of Positive Psychology, 14(2), 141-155. https://doi.org/10.1080/17439760.2017.1388430
  • Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115. https://doi.org/10.1037/1931-3918.1.2.105
  • Stallman, H. M. (2008). Prevalence of psychological distress in university students: Implications for service delivery. Australian Journal of General Practice, 37(8), 673.
  • Stoops, T. L. (2005). Understanding mindfulness: Implications for instruction and learning. West Virginia University.
  • Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41(5), 581-592. https://doi.org/10.1023/a:1007094931292