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The Association between Mindfulness and Resilience among University Students: A Meta-Analysis

Author

Listed:
  • Xuepeng Liu

    (School of Management, Tianjin University of Commerce, Tianjin 300134, China)

  • Qing Wang

    (School of Management, Tianjin University of Commerce, Tianjin 300134, China)

  • Zhenzhen Zhou

    (Department of Management Engineering, Qingdao University of Technology, Linyi 273499, China)

Abstract

Based on the concept of education for sustainable development (ESD), both individual mindfulness and resilience play a vital role in developing students’ competences in ESD. Across 20 samples, this meta-analysis investigated the association between mindfulness and resilience among the university student population. The results revealed that (1) the two constructs were significantly correlated, with a moderate effect ( r = 0.465); (2) cultural background and national economic development level, as well as the type of resilience measurement scale, did not moderate the relationship between the two constructs; (3) the type of the mindfulness measurement scale was a statistically significant moderator of the relationship between mindfulness and resilience among university students; (4) the mindfulness dimension of observing presented the lowest correlation with the university students’ resilience, while acting with awareness and non-reacting were shown as the two most relevant dimensions for the target group. The findings of the meta-analysis study convey important implications for ESD within the university context.

Suggested Citation

  • Xuepeng Liu & Qing Wang & Zhenzhen Zhou, 2022. "The Association between Mindfulness and Resilience among University Students: A Meta-Analysis," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10405-:d:894178
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    References listed on IDEAS

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    1. Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.
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    3. Martin Hoegl & Silja Hartmann, 2021. "Bouncing back, if not beyond: Challenges for research on resilience," Asian Business & Management, Palgrave Macmillan, vol. 20(4), pages 456-464, September.
    4. Lidia Vidal-Meliá & Marta Estrada & Diego Monferrer & Alma Rodríguez-Sánchez, 2022. "Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development," Sustainability, MDPI, vol. 14(7), pages 1-12, April.
    5. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
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    1. Liu Jia & Chuyi Cai & Aarti Pushp Rawal, 2025. "Examining the Impact of Mindfulness on Academic Emotions and Cognitive Flexibility among Undergraduates in Chinese Higher Education," SAGE Open, , vol. 15(3), pages 21582440251, August.

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