Abstract:

Background:
Mindfulness in higher education has become a popular subject in academic research. Several studies have shown the positive effects of mindfulness practice for undergraduate students, lowering anxiety levels, improving self-esteem and promoting social skills. Despite this interest, the evidence suggesting all these positive effects translate into improved academic performance is still scarce.

Aim:
The aim of the study was to analyze the influence of mindfulness practice on academic performance of 302 students of the degree of Psychology at the University of Barcelona (Spain) utilizing a control group.

Method:
The students were distributed between two conditions: the first condition underwent mindfulness practice during the first 10 minutes of class during ten weeks of the academic year; the second condition underwent no practice at all. As well, both conditions were split in two equal size groups. Academic performance was measured trough mean grade score at the end of the academic year.

Results:
The results confirmed that students who attended mindfulness practices achieved better academic performance compared to those who did not attend practice sessions.

Conclusions:
The study’s findings suggest that mindfulness is a successful strategy to improve academic performance in undergraduate students. It is an innovative and easy practice to implement that has a positive impact on overall student learning experience. The underlying psychological mechanisms that explain the effects of mindfulness practice on academic performance remains to be explored.

Keywords:

Longitudinal design, mindfulness, performance, psychology, undergraduate students.