Academic well-being amongst university students: the roles of mindfulness and epistemic beliefs on psychological well-being

被引：0

作者：

Emaliana, Ive ^{[1
]}

Lintangsari, Alies Poetri ^{[1
,2
]}

Sujannah, Wahyu Diny ^{[1
]}

Kusumawardani, Irene Nany ^{[1
,3
]}

Ali, Al Amirul Eimer bin Ramdzan ^{[4
,5
]}

Alhad, Muhammad Afif ^{[6
]}

机构：

[1] Brawijaya Univ, Fac Cultural Studies, Dept Language Educ, Study Program English Language Educ, Malang, Indonesia

[2] Monash Univ, Fac Educ, Sch Curriculum Teaching & Inclus Educ, Clayton, Australia

[3] State Univ Malang, Fac Educ, Dept Educ Technol, Malang, Indonesia

[4] Int Islamic Univ Malaysia, Kulliyyah Sustainable Tourism & Contemporary Langu, Pagoh, Malaysia

[5] Int Islamic Univ Malaysia, Kulliyyah Econ & Management Sci, Kuala Lumpur, Malaysia

[6] Brawijaya Univ, Fac Social Sci & Polit Sci, Dept Psychol, Malang, Indonesia

来源：

INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH | 2025年 / 30卷 / 01期

关键词：

Academic well-being; mindfulness; epistemic beliefs; psychological well-being; INTERVENTION; QUALITY; SELF;

D O I：

10.1080/02673843.2025.2500514

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Grounded in theory that psychological well-being predicts academic well-being, this cross-sectional study surveyed 84 students at Indonesian and Malaysian universities. Validated self-report scales assessed psychological well-being, academic well-being, mindfulness, and epistemic beliefs. Regression revealed psychological well-being explained 55.6 % of variance in academic well-being (beta = 0.749, p < .001). Mindfulness correlated moderately with psychological well-being (beta = 0.59, p < .001), whereas overall epistemic beliefs were nonsignificant; however, Certain Knowledge and Simple Knowledge showed small yet significant associations (beta = 0.21, p = .041). Hayes PROCESS mediation confirmed a strong direct relationship between psychological and academic well-being (beta = 0.942, p < .001). Indirect pathways through mindfulness (beta = -0.104, 95 % CI [-0.220, 0.013]) or epistemic beliefs (beta = 0.000, 95 % CI [-0.022, 0.026]) were minimal. The correlational pattern suggests cultivating present-moment awareness and nuanced views of knowledge may bolster psychological health and, consequently, academic adjustment.

引用

页数：19

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