Graduate Program
Counseling (School or Clinical Mental Health)
Degree Name
Master of Science (MS)
Semester of Degree Completion
2011
Thesis Director
Steven R. Conn
Thesis Committee Member
Angela Yoder
Thesis Committee Member
Cindy Boyer
Abstract
This study was designed to assess the predictive quality of specific measures toward academic success in college students. In particular, high school grade point average, (GPA), American College Testing exam scores (ACT), academic stress, academic self-efficacy, and mindfulness measures were used as independent variables to determine their predictive significance toward undergraduate fall 2010 semester GPAs. Data from 268 undergraduate students at Midwestern university were collected and analyzed. Results revealed significant predictive quality of high school GPA and academic self-efficacy toward undergraduate performance. However, ACT scores, academic stress, and mindfulness measures were not found to be predictive of undergraduate semester GPAs. Further analysis showed significant positive correlations between: high school GPA and semester GPA; self-efficacy and semester GPA, ACT and semester GPA, ACT and high school GPA, self-efficacy and stress, and mindfulness and stress.
Recommended Citation
Brausch, Brian D., "The Role of Mindfulness in Academic Stress, Self-Efficacy, and Achievement in College Students" (2011). Masters Theses. 147.
https://thekeep.eiu.edu/theses/147
