مستويات اليقظة العقلية لدى طلبة الكليات الإنسانية وعلاقتها بمستوى أدائهم الأكاديمي

Hassan  Alomari

doi:10.35516/hum.v51i5.4126

Authors

Hassan Alomari Department of Educational Psychology, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0003-3452-1974

DOI:

https://doi.org/10.35516/hum.v51i5.4126

Keywords:

Five-Facet Mindfulness Questionnaire, mindfulness, universities, students, humanities faculties

Abstract

Objectives: This study aimed to assess the levels of mental mindfulness among university students in the humanities faculties with respect to gender and level of academic achievement.

Methods: The Five-Facet Mindfulness Questionnaire (FFMQ) was utilized, comprising 39 items distributed among five aspects of mindfullness: observation, description, acting with awareness, non-judging, and non-reactivity. The questionnaire was translated into Arabic, tested on a pilot sample of 75 male and female students to assess item characteristics and validate the scale's reliability. The final questionnaire was then administered to a cluster sample of 469 male and female students of humanties faculties in The University of Jordan.

Results: The findings indicated that mindfulness levels were moderate across all five domains, with no statistically significant differences based on gender or academic achievement level.

Additionally, the study revealed a weak relationship between mindfulness and academic achievement, explaining less than 2% of the variance in academic performance.

Conclusions: There are clear contradictions and differences in the results of scientific research regarding the relationship between academic achievement and mindfulness. Therefore, this study suggests conducting additional research, particularly experimental studies, to explore this relationship further, utilizing samples from schools and universities across various scientific and human disciplines.

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