MINDFULNESS, EMOTIONAL INTELLIGENCE, AND ACADEMIC ADJUSTMENT IN COLLEGE STUDENTS: A MEDIATIONAL MODEL

Abstract

The purpose of the present study was to investigate the mediating role of emotional intelligence in the relationship between mindfulness and academic adjustment in college students. A correlational design was used, and the sample consisted of 400 college students from public and private colleges in Lahore. The sample data were collected adhering to all standard operating procedures and subjected to rigorous statistical analysis. Pearson correlation and mediation analyses through Structural Equation Modelling (SEM) with AMOS were performed. Results revealed that mindfulness had a positive correlation with emotional intelligence, academic achievement, and academic motivation while negative correlation with academic lifestyle. Further emotional intelligence had a negative correlation with academic lifestyle while positive correlation with academic achievement and academic motivation. Mindfulness was a positive predictor of emotional intelligence. Emotional intelligence was a negative predictor of academic lifestyle and a positive predictor of academic achievement and motivation. Mediation analysis revealed that mindfulness had a negative indirect effect on academic lifestyle and positive indirect effect on academic achievement and motivation which revealed that emotional intelligence mediated the relationship between mindfulness and academic lifestyle, motivation, and achievement. This study highlighted the importance of mindfulness and emotional intelligence in shaping positive academic outcomes, emphasizing their importance for fostering academic achievement, motivation, and effective adjustment in college students.