The Mediating Role of Resilience in the Relationship between Mindfulness and Academic Achievement

Abstract

University students frequently face academic, emotional, and social challenges that test their capacity to remain focused, calm, and motivated. Mindfulness, which involves purposeful awareness of the present moment without judgment, has been shown to enhance cognitive regulation and emotional stability. Resilience, defined as the ability to recover from setbacks and adapt effectively, may serve as a psychological bridge connecting mindfulness to academic achievement. This study investigates the mediating role of resilience in the relationship Govt College University, Faisalabadbetween mindfulness and academic performance among university students in Pakistan. Data were collected from 400 students (both male and female) enrolled in public and private universities through standardized instruments: the Mindful Attention Awareness Scale (MAAS) for mindfulness, the Connor-Davidson Resilience Scale (CD-RISC) for resilience, and a self-report academic achievement measure. Statistical analyses using correlation and multiple regression models demonstrated strong positive relationships among all three variables. The mediation analysis revealed that resilience significantly mediated the effect of mindfulness on academic achievement, indicating that students with higher mindfulness exhibited stronger resilience, which in turn enhanced their academic performance. These findings underscore the critical importance of integrating mindfulness and resilience-building interventions within university settings to promote student well-being and success.