Effect of Mindfulness Practices on Students’ Well-Being and Learning Effectiveness in Higher Education

Abstract

Mindfulness practices have a significant positive impact on students’ well-being and learning effectiveness, enhancing emotional balance, focus, and academic engagement. Students who regularly engage in mindfulness report greater psychological stability and improved learning outcomes in higher education contexts. The objectives of the study were to find the level of Mindfulness Practices, Students’ Well-Being and Learning Effectiveness, and to determine the relationship and impact of Mindfulness Practices on Students’ Well-Being and Learning Effectiveness in Higher Education. The study employed a descriptive research design, aligning with the positivist philosophical paradigm of quantitative research. The population consisted of all public and private universities in Lahore District. The data collection instrument consisted of three validated questionnaires. Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Descriptive and inferential statistics were used to achieve the objectives. The correlation analysis revealed a strong positive relationship between mindfulness practices and students’ well-being (r = .817, p < .01), a moderate positive correlation was also found between mindfulness practices and learning effectiveness (r = .431, p < .01), suggesting that mindfulness contributes to enhanced concentration, comprehension, and academic performance. Additionally, students’ well-being was moderately correlated with learning effectiveness (r = .472, p < .01), demonstrating that emotionally well-adjusted students tend to exhibit higher learning efficiency. These findings confirm that mindfulness practices substantially enhance students’ psychological well-being and moderately improve their academic learning outcomes. The stronger predictive power for well-being underscores mindfulness as a key psychological resource fostering emotional regulation, which subsequently supports effective learning behaviors.