Mindfulness, Emotional intelligence and Academic adjustment in college students

Abstract

The purpose of the present study was to investigate the relationship between mindfulness, emotional intelligence and academic adjustment in college students. A correlational design was used, and the sample consisted of 400 college students, including males (n= 200) and females (n=200) with age range 16 to 18 with (M= 17.39, SD= 1.12) from public and private colleges in Lahore. The Mindful Attention Awareness Scale (MAAS: Brown & Ryan, 2003), Emotional Intelligence scale (EIS: Mayer & Salovey, 2002) and Academic Adjustment Scales (AAS: Anderson, 2016) were used to measuring attention to and awareness across several domains of experience in daily life. Results revealed that Mindfulness had a positive correlation with emotional intelligence, academic achievement, and academic motivation while negative correlation with academic lifestyle. emotional intelligence had a negative correlation with academic lifestyle while positive correlation with academic achievement and academic motivation. results showed that academic lifestyle had a negative correlation with academic achievement and academic motivation. Mindfulness was a positive predictor of emotional intelligence. Emotional intelligence was a negative predictor of academic lifestyle and positive predictor of academic achievement and motivation. Mindfulness has a negative indirect effect on academic lifestyle and significance positive indirect effect on academic achievement and motivation. While emotional intelligence mediates the relationship between mindfulness and academic lifestyle, motivation and achievement. This study highlights the importance of mindfulness and emotional intelligence in shaping positive academic outcomes, emphasizing their importance for fostering academic achievement, motivation, and effective adjustment among college students