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Are your students absent, not absent, or present? Mindfulness and student performance

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  • Eric P. Chiang
  • Albert J. Sumell

Abstract

The concept of mindfulness has received significant attention in recent years as the effects of ubiquitous distractions become more apparent in the workplace and in education. This study examines the relationship between three measures of mindfulness and student performance among a sample of 922 students in introductory economics classes from two large public universities. The authors’ measures of mindfulness include general dispositional mindfulness levels, frequency of mobile device usage during class as a measure of classroom mindfulness, and frequency of test anxiety as a measure of assessment mindfulness. The results show a positive association between all three measures of mindfulness and overall performance. The association between dispositional mindfulness and performance was greater for female students and students with lower grade point averages.

Suggested Citation

  • Eric P. Chiang & Albert J. Sumell, 2019. "Are your students absent, not absent, or present? Mindfulness and student performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 50(1), pages 1-16, January.
    • Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:1-16
    DOI: 10.1080/00220485.2018.1551096
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    Cited by:

    1. Sumell, Albert J. & Chiang, Eric P. & Koch, Steven & Mangeloja, Esa & Sun, Jin & Pédussel Wu, Jennifer, 2021. "A cultural comparison of mindfulness and student performance: Evidence from university students in five countries," International Review of Economics Education, Elsevier, vol. 37(C).
    2. Birdi, Alvin & Cook, Steve & Elliott, Caroline & Lait, Ashley & Mehari, Tesfa & Wood, Max, 2023. "A critical review of recent economics pedagogy literature, 2020–2021," International Review of Economics Education, Elsevier, vol. 43(C).

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