An Analysis of the Mindfulness Impacts on  the Attention of Students

Chue Ming Shi; Netnapa  Sutthirat

Authors

Chue Ming Shi Dean of Graduate Institute of Religious Studies, Nanhua University, Taiwan.
Netnapa Sutthirat Faculty of Religion and Philosophy, Mahamakut Buddhist University, Thailand.

Keywords:

Mindfulness Training; , Academic Stresses; , Academic Stressors; , Attention Mindfulness; , Mindfulness Awareness

Abstract

This research delves into the pervasive issue of academic stress experienced by students as they progress through various educational levels. The study acknowledges that the nature and intensity of academic stressors vary, influencing the overall impact on students' well-being. Unfortunately, contemporary educational environments often contribute to, rather than alleviate, the stress burden on students, reflecting societal pressures on its future citizens. Beyond the institutional context, factors such as individual personality, family dynamics, socioeconomic status, and societal expectations further contribute to students' physical and emotional vulnerability. This investigation aims to analyze and understand the stress levels of students across diverse academic settings. The primary objective is to assess the efficacy of mindfulness training in enhancing students' attention and awareness of their surroundings as a potential strategy to alleviate academic stress. The study recognizes the detrimental consequences of unmanaged stress on students' academic performance, self-efficacy, and self-esteem, emphasizing the critical need for interventions focusing on academic stress correction and stressor resilience. By exploring the connection between stress patterns and the practice of mindfulness, this research aims to provide insights into whether mindfulness training can serve as a valuable tool in addressing academic stress. The focus lies in fostering students' self-belief and confidence, empowering them to effectively manage stress through mindfulness techniques. Considering the early onset of academic stress in childhood, the study advocates for the incorporation of classroom-based attention-focused mindfulness training into the curriculum to proactively address and alleviate stressors. Ultimately, this research contributes to the ongoing discourse on student well-being and provides practical implications for educators, policymakers, and mental health professionals seeking effective strategies to enhance students' resilience to academic stress.

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