The Effects of College Students' Mindful Attention Awareness, Study Skills, And Age on Academic Achievement and Related-Gender Differences

Abstract

The present study examined the interrelationship between mindful attention awareness, the ability to study, the demographics, and academic performance among university students. The quantitative, cross-sectional design was used to draw data on undergraduate students with the help of standardised measures of mindfulness, study skills test preparation, concentration, time management, and grade point average (GPA), which was self-reported. The methods used to analyse trends and predictors of academic performance were descriptive statistics, correlation analyses, independent sample t-tests, and multiple regression analyses. The results showed that students were of moderate mindful attention, awareness, and study skills. There were significant cross relationships among the dimensions of study skills, with the exception of test preparation, concentration, and time management, which had significant interrelationships. Age also turned out to be a meaningful negative predictor of GPA, but mindfulness, attention, awareness, and general study skills were not significant predictors of academic achievement after controlling for demographic variables. Analytical gender studies determined that female students had considerably larger GPAs, with male students recording higher scores in terms of test preparation and concentration, and females exhibited better time management skills. These results highlight the complexity of academic performance and indicate that mindfulness and study skills play an indirect, not a direct, role in academic performance. The research also emphasises the necessity to integrate the demographic and contextual variables in the analysis of student success and presents the evidence as the guiding force for forming.