正念对学生学业成绩的影响：以适应力为中介的结构方程建模方法。

The impact of mindfulness on academic achievement of students with the mediating role of adaptability: a structural equation modeling approach.

机构信息

Health Human Resources Research Center, School of Health Management and Information Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.

Occupational Health and Safety Engineering Department, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran.

出版信息

BMC Med Educ. 2024 Oct 18;24(1):1167. doi: 10.1186/s12909-024-06192-6.

DOI:10.1186/s12909-024-06192-6

PMID:39425136

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11490126/

Abstract

INTRODUCTION

Examining the factors influencing students' academic achievement can lead to improved educational planning and enhanced teaching and learning outcomes. The aim of this study was to investigate the impact of mindfulness on academic achievement with the mediating role of adaptability among students at Jiroft University of Medical Sciences in southern Iran in 2024.

METHODS

This descriptive-analytical cross-sectional study was conducted on 290 students from various fields at Jiroft University of Medical Sciences in southern Iran from January to April 2024. To select these 290 individuals, a stratified sampling proportional to size was first carried out based on the year of university entry and field of study. After the sample size was determined for each entry year and field of study, students were randomly selected using their student numbers and a random number table. The data collection instruments were the standard mindfulness, academic achievement, and adaptability questionnaires. Descriptive tests and structural equation modeling using the Partial Least Squares (PLS) method were employed for data analysis, utilizing Smart PLS3 and SPSS26 software.

RESULTS

The findings indicate that students' mindfulness positively affects their academic achievement (p < 0.001, β = 0.59). Additionally, mindfulness positively influences students' adaptability (p < 0.001, β = 0.65). The results also show adaptability positively impacts students' academic achievement (p = 0.001, β = 0.57). Finally, students' mindfulness has a significant positive effect on their academic achievement through the mediating role of adaptability (p < 0.001).

DISCUSSION

According to the results, a favorable state of mindfulness and adaptability among students can improve academic achievement. Therefore, it is recommended that university administrators facilitate the enhancement of students' mindfulness and adaptability by organizing relevant courses and workshops. This approach can contribute to their academic progress.

摘要

简介

研究影响学生学业成绩的因素可以促进教育规划的改进和教学效果的提高。本研究旨在探讨伊朗南部吉罗夫特医科大学学生的正念对学业成绩的影响，以及适应能力在其中的中介作用。

方法

这是一项 2024 年在伊朗南部吉罗夫特医科大学进行的描述性分析性横断面研究，研究对象为该校来自不同专业的 290 名学生。为了选择这 290 名学生，首先根据入学年份和专业采用分层比例抽样。在确定了每个入学年份和专业的样本量后，使用学生编号和随机数表对学生进行随机抽样。数据收集工具是标准的正念、学业成绩和适应能力问卷。采用描述性测试和基于偏最小二乘（PLS）方法的结构方程模型进行数据分析，使用 Smart PLS3 和 SPSS26 软件。

结果

研究结果表明，学生的正念对其学业成绩有积极影响（p<0.001，β=0.59）。此外，正念对学生的适应能力有积极影响（p<0.001，β=0.65）。研究结果还表明，适应能力对学生的学业成绩有积极影响（p=0.001，β=0.57）。最后，学生的正念通过适应能力的中介作用对其学业成绩有显著的积极影响（p<0.001）。