Mindfulness Practices: A Correlational Study of Its Relationship with Academic Performance and Stress Levels among University Students in Peshawar

Abstract

The prevalence of excessive academic stress and extreme competition among students has been noted as crucial contributors to intensified stress, adversely affecting one’s academic performance. Mindfulness practices have proved to be an effective approach for mitigating these challenges, reducing stress, and enhancing attentiveness. However, there has been no study related to its significance in university students of Peshawar. This correlational study design surveyed a sample (n=342 with 36.8% male and 63.2% female) of university students in Peshawar aged 18-25 through online forums and questionnaires. Variables assessed included Mindfulness, Stress-levels and Academic Performance. The data analysis was done by using SPSS Statistics (v25). Mean Measurements for Mindfulness was M= 58.2, SD= 13.45, for Stress was M= 23.4, SD= 5.5 with P= 0.05, and for academic performance was M= 24.99, SD= 7.03. Frequency of good to high academic performance is 52.33% and moderate to high stress is 97.07% in university students. Mean values indicate that the results were significant. Correlation between mindfulness and stress, (r= -0.36, P<0.05) shows negative correlation and among academic performance and mindfulness (r= -0.21, P<0.05) shows negative correlation. The study supports the hypothesis that mindfulness practices can reduce stress levels, positively influencing academic performance. Implementing these practices in universities is recommended to create a supportive learning environment conducive to mental health and academic success.