Mindfulness, Problem-solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?

Year 2022, , 42 - 63, 31.01.2022

Melih Dikmen

https://doi.org/10.30831/akukeg.945678

Cited By: 5

Abstract

This study aims to examine the relationship between higher education students' perceived stress levels, and their problem solving skills, awareness levels and academic achievement. Also, the mediating role of mindfulness levels and problem-solving skills on the association between perceived stress level and academic achievement was investigated. The participants of the study consisted of 938 higher education students. For data collection, three different questionnaires were administered to the participants. In addition, the personal information form prepared by the researcher was used to obtain the students' demographic characteristics and grade point averages (GPA). The results showed that there was a significant negative relationship between perceived stress levels of higher education students and their mindfulness, problem solving skills, and academic achievement. Also, it was found that mindfulness and problem-solving skills had a mediating role on the association between perceived stress level and academic achievement. Based on the findings of the study, it was concluded that mindfulness-based approaches and problem-solving skills are important for higher education students to reduce their stress levels and increase academic success. The limitations and recommendations for future research are discussed.

Keywords

higher education students, academic achievement, problem-solving skills, mindfulness, stress

Bilinçli Farkındalık, Problem Çözme Becerisi ve Akademik Başarı: Algılanan Stres Düzeyi Önemli Mi?

Abstract

Bu çalışma yükseköğretim öğrencilerinin algılanan stres düzeyleri ile problem çözme becerileri, bilinçli farkındalık düzeyleri ve akademik başarıları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalığın ve problem çözme becerisinin aracılık rolü araştırılmıştır. Araştırmanın katılımcıları 938 yükseköğretim öğrencisinden oluşmaktadır. Veri toplama aracı olarak katılımcılara üç farklı ölçek uygulanmıştır. Ayrıca araştırmada öğrencilerin demografik özelliklerini ve yılsonu not ortalamalarını (GNO) elde etmek için araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Sonuçlar, yükseköğretim öğrencilerinin algılanan stres düzeyleri ile bilinçli farkındalıkları, problem çözme becerileri ve akademik başarıları arasında anlamlı negatif bir ilişki olduğunu göstermiştir. Ayrıca algılanan stres düzeyi ile akademik başarı arasındaki ilişkide bilinçli farkındalık ve problem çözme becerilerinin aracı rolü olduğu bulunmuştur. Araştırmanın bulgularına göre farkındalık temelli yaklaşımların ve problem çözme becerilerinin yükseköğretim öğrencilerinin stres düzeylerini azaltarak akademik başarılarının artması açısından önemli olduğu belirlenmiştir. Gelecekteki araştırmalar için bazı sınırlıklar ve öneriler tartışılmıştır.

Keywords

yükseköğretim öğrencileri, akademik başarı, problem çözme becerileri, farkındalık, stres

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