ABSTRACT

Universities are facing a difficult challenge in supporting good mental health whilst striving to enhance academic performance. The present study aimed to specifically investigate the relationship between attitudinal and personality constructs that are associated with wellbeing and to explore their association with student academic outcomes. Two-hundred and six undergraduate students were recruited and were given questionnaires measuring mindfulness, self-compassion, resiliency, procrastination, consideration of future consequences, self-criticism and social comparison. At the end of the academic year, the researchers accessed their academic records and documented their academic performance. Results indicated that there are strong, clear associations between better academic performance and higher resiliency, mindfulness, self-compassion and consideration of future consequences, and negative associations to procrastination. We concluded that there is a clear gain to be had in academic performance through enhancing these elements using appropriate interventions which are user friendly, affordable and can be embedded into existing student learning and support to reinforce adaptive coping and life skills.

摘要

大学在努力提高学业成绩的同时，在支持良好的心理健康方面面临着艰巨的挑战。本研究旨在专门调查与幸福感相关的态度和人格结构之间的关系，并探索它们与学生学业成绩的关系。招募了 206 名本科生，并接受了问卷调查，测量正念、自我同情、弹性、拖延、对未来后果的考虑、自我批评和社会比较。在学年结束时，研究人员访问了他们的学习记录并记录了他们的学习成绩。结果表明，更好的学习成绩与更高的弹性、正念、自我同情和对未来后果的考虑，以及与拖延的负面联系。我们得出的结论是，通过使用用户友好、负担得起的适当干预措施来提高这些要素，可以明显提高学业成绩，这些干预措施可以嵌入到现有学生的学习和支持中，以加强适应性应对和生活技能。