Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development

Lidia Vidal-Meliá, Marta Estrada, Diego Monferrer and Alma Rodríguez-Sánchez
Additional contact information
Lidia Vidal-Meliá: Department of Business Administration and Marketing, Universitat Jaume I, 12071 Castelló de la Plana, Spain
Marta Estrada: Department of Business Administration and Marketing, Universitat Jaume I, 12071 Castelló de la Plana, Spain
Diego Monferrer: Department of Business Administration and Marketing, Universitat Jaume I, 12071 Castelló de la Plana, Spain
Alma Rodríguez-Sánchez: Department of Business Administration and Marketing, Universitat Jaume I, 12071 Castelló de la Plana, Spain
Authors registered in the RePEc Author Service: Lidia Vidal Meliá

Sustainability, 2022, vol. 14, issue 7, 1-12

Abstract: A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness in educational contexts is gaining ground given the great possibilities it offers in developing students’ competences in education for sustainable development (ESD). The main goal of this study is to explore how mindfulness plays a key role in the learning process in response to the need to develop students’ emotional competencies in ESD, and specifically how mindfulness has an impact on academic performance through resilience. We tested the research model with a questionnaire addressed to 497 students from three higher education institutions and one secondary school. The results of a structural equation analysis confirm the study hypotheses. We find mindfulness is positively related to resilience, which leads to better academic performance. Thus, being mindful is a key competence in ESD since it allows young people to face their education with the highest possibilities of training, experience, and personal growth. This exploratory study offers further evidence of the need to invest in mindfulness to foster resilience and academic performance and represents a first step for designing additional interventions on this line.

Keywords: education for sustainable development; mindfulness; resilience; academic performance (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/7/4251/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/7/4251/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:7:p:4251-:d:786261

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().