Enhancing Academic Buoyancy and Psychological Flow in Higher Education: The Effect of Mindfulness-Based Training

Abstract

This study examined the effectiveness of a mindfulness-based training program on academic buoyancy and psychological flow among university students. Using a quasi-experimental design, 60 male undergraduate students were assigned to experimental (n=30) and control (n=30) groups. The experimental group participated in a 15-week mindfulness training program, with assessments conducted at pre-test, post-test, and follow-up using the Academic Buoyancy Scale and Psychological Flow Scale. Results showed significant improvements in the experimental group across all dimensions of academic buoyancy (partial ?² = .864) and psychological flow (partial ?² = .930), with effects maintained through follow-up. The intervention demonstrated particularly strong effects on confidence (partial ?² = .787) and intrinsic reward (partial ?² = .907). The control group showed no significant changes. These findings suggest that structured mindfulness training can effectively enhance students' capacity to manage academic challenges and achieve optimal learning states, offering promising implications for student support services in higher education settings.

Received: 5 January 2025 / Accepted: 19 February 2025 / Published: 06 March 2025