Lecture Notes in Education Psychology and Public Media

- The Open Access Proceedings Series for Conferences


Lecture Notes in Education Psychology and Public Media

Vol. 1, 26 December 2021


Open Access | Article

Mindfulness Relationship with People’s Performance on Academic Problems

Stephen Huang 1
1 Lake Forest Academy

* Author to whom correspondence should be addressed.

Advances in Humanities Research, Vol. 1, 182-189
Published 26 December 2021. © 2023 The Author(s). Published by EWA Publishing
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Citation Stephen Huang. Mindfulness Relationship with People’s Performance on Academic Problems. LNEP (2021) Vol. 1: 182-189. DOI: 10.54254/2753-7048/1/ICEIPI_194.

Abstract

In this research, the subjects are going to be people who were asked to take an online survey. They were given academic problems to test if thinking mindfully could help someone to perform better than average while dealing with academic problems. For other researches that are about mindfulness, many other important fields were tested such as law fields and designing fields. This research is going to test people on their performance on academic problems, something that was not previously done in other research. After the research, the results showed that people who were given “try” did a little better than those who were given “do”. However, those results are only based on a small scale of people and need further research to make the result more believable.

Keywords

academic performance, psychology, try/do, mindfulness, cognitive style

References

1. Huang, Peter H. “Can Practicing Mindfulness Improve Lawyer Decision-Making, Ethics, and Leadership?” SSRN Electronic Journal, 2017, doi:10.2139/ssrn.2907513.

2. Sherman, Mark. Mindfulness as a Skillful Approach to Inclusive Design. 2013, core.ac.uk/download/pdf/54849570.pdf.

3. Baginski, Andrew, "Attention Regulation, Emotion Regulation, and Cognitive Flexibility as Mediators of the Relationship Between Mindfulness and Academic Achievement in High School Students" (2015). Masters Theses. 2395. https://thekeep.eiu.edu/theses/2395

4. Langer, Ellen, et al. “Believing Is Seeing.” Psychological Science, vol. 21, no. 5, 2010, pp. 661–666., doi:10.1177/0956797610366543.

5. BEARANCE, DEB. “Mindfulness in Moments of Crisis.” The Journal of Educational Thought (JET) / Revue De La Pensée Éducative, vol. 47, no. 1/2, 2014, pp. 60–70. JSTOR, www.jstor.org/stable/24713052. Accessed 28 Mar. 2021.

6. Crum, Alia J., and Ellen J. Langer. “Mind-Set Matters: Exercise and the Placebo Effect.” Psychological Science, vol. 18, no. 2, 2007, pp. 165–171. JSTOR, www.jstor.org/stable/40064598. Accessed 28 Mar. 2021.

7. Crum, Alia J., and Ellen J. Langer. “Mind-Set Matters: Exercise and the Placebo Effect.” Psychological Science, vol. 18, no. 2, 2007, pp. 165–171. JSTOR, www.jstor.org/stable/40064598. Accessed 28 Mar. 2021.

8. Bahl, Shalini, et al. “Mindfulness: A Long-Term Solution for Mindless Eating by College Students.” Journal of Public Policy & Marketing, vol. 32, no. 2, 2013, pp. 173–184. JSTOR, www.jstor.org/stable/43305781. Accessed 28 Mar. 2021.

9. Carlson, Erika N. “Overcoming the Barriers to Self-Knowledge: Mindfulness as a Path to Seeing Yourself as You Really Are.” Perspectives on Psychological Science, vol. 8, no. 2, 2013, pp. 173–186. JSTOR, www.jstor.org/stable/44281869. Accessed 28 Mar. 2021.

10. Bahl, Shalini, et al. “Mindfulness: Its Transformative Potential for Consumer, Societal, and Environmental Well￾Being.” Journal of Public Policy & Marketing, vol. 35, no. 2, 2016, pp. 198–210. JSTOR, www.jstor.org/stable/44164852. Accessed 28 Mar. 2021.

Data Availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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Volume Title
Proceedings of the 2nd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2021), Part 1
ISBN (Print)
978-1-915371-00-3
ISBN (Online)
978-1-915371-01-0
Published Date
26 December 2021
Series
Lecture Notes in Education Psychology and Public Media
ISSN (Print)
2753-7048
ISSN (Online)
2753-7056
DOI
10.54254/2753-7048/1/ICEIPI_194
Copyright
© 2023 The Author(s)
Open Access
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Copyright © 2023 EWA Publishing. Unless Otherwise Stated