Mindfulness and its relationship to academic self-efficacy among master's students in the Faculty of Education - University of Damascus

Abstract

This research aims to investigate the level of mindfulness and the level of academic self-efficacy, as well as the nature of the correlation between mindfulness and its sub-dimensions (observation, description, conscious action, acceptance without judgment) on one hand, and academic self-efficacy and its sub-dimensions (setting goals, ability to achieve academic tasks, expectation of success in academic tasks, dealing with academic pressures) on the other hand; in addition to investigate the extent to which academic self-efficacy can be predicted through mindfulness. To achieve these goals, the mindfulness scale prepared by (Baer et al., 2004) and its Arabic translation by Al-Asmy (2014), and the academic self-efficacy scale prepared by the researcher were used. The sample consisted of (81) male and female first-year master's students in the Faculty of Education, Damascus University. The research results were concluded in the following:

1. Mindfulness is of an average level.
2. Academic self-efficacy is of an average level.
3. There is a statistically significant relationship between mindfulness and academic self-efficacy. As for the sub-dimensions of mindfulness: the dimension (description) was associated with the following dimensions of academic self-efficacy: (setting goals, ability to accomplish academic tasks, dealing with academic stress, and the total degree of efficiency). The dimension (working consciously) was associated with dimensions of academic self-efficacy: (the ability to accomplish academic tasks, dealing with academic pressures, and the total degree of self-efficacy). The dimension (acceptance without judgment) was associated with the following dimensions of academic self-efficacy (the ability to complete academic tasks and the total degree of self-efficacy). The total degree of mindfulness was correlated to the following dimensions of academic self-efficacy (the ability to complete academic tasks, dealing with academic stress, and the total degree of self-efficacy).
4. Predictability of academic self-efficacy through mindfulness.