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Exploring the impact of mindfulness, subjective well-being, and music engagement on academic performance of students in higher educational institutions

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  • Xiaokang Wang

    (Guizhou Minzu University)

Abstract

In nowadays competitive environment, academic performance has become an indispensable need for the survival of university students as well as for higher educational institutions (HEIs). In response to this crucial situation, the current research focuses on investigating the role of students’ cognitive and behavioral factors, namely mindfulness (MFN), subjective wellbeing (SWB), and students’ music engagement (ME) in their academic performance. This research highlights the mediating role of students’ subjective wellbeing between mindfulness and their academic performance (APE) pathways. In addition, this study examines the moderating and moderated-mediation effects of students’ music engagement on the relationship amongst their mindfulness, SWB and academic performance, respectively. The target sample of this study was university students studying in a set of Chinese universities, and structural equation modeling (SEM) was used to examine the proposed hypotheses and theoretical model. The results indicated that mindfulness positively and significantly influence students’ SWB and academic performance. Furthermore, students’ subjective wellbeing partially mediates the relationship between mindfulness and academic performance. Moreover, surprisingly, the outcomes reveal that students’ ME does not moderate mindfulness—SWB relationship, whereas it positively and significantly moderates the relationship between SWB and students’ academic performance. Besides, the most interesting result was empirical evidence of the moderated-mediation effect of students’ music engagement on the relationship amongst their mindfulness, subjective wellbeing and academic performance, which is significant. Hence, these outcomes propose imperative directions for the leadership of HEIs by suggesting different ways to strengthen academic performance among university students through reinforcing their behavioral and cognitive factors.

Suggested Citation

  • Xiaokang Wang, 2025. "Exploring the impact of mindfulness, subjective well-being, and music engagement on academic performance of students in higher educational institutions," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-14, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04658-6
    DOI: 10.1057/s41599-025-04658-6
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    References listed on IDEAS

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    1. Kimina Lyall & George Youssef & Antonina Mikocka-Walus & Subhadra Evans & Robert A. Cummins, 2023. "Exploring Evidence for Mindfulness and Subjective Wellbeing Homeostatic Resilience Buffering Depression and Stress Symptoms Associated with Inflammatory Bowel Disease," Journal of Happiness Studies, Springer, vol. 24(5), pages 1663-1682, June.
    2. McGuire, Austen & Gabrielli, Joy & Hambrick, Erin & Abel, Madelaine R. & Guler, Jessy & Jackson, Yo, 2021. "Academic functioning of youth in foster care: The influence of unique sources of social support," Children and Youth Services Review, Elsevier, vol. 121(C).
    3. Don C. Zhang & Tyler L. Renshaw, 2020. "Personality and College Student Subjective Wellbeing: A Domain-Specific Approach," Journal of Happiness Studies, Springer, vol. 21(3), pages 997-1014, March.
    4. Kaylin Ratner & Qingyi Li & Gaoxia Zhu & Melody Estevez & Anthony L. Burrow, 2023. "Daily Adolescent Purposefulness, Daily Subjective Well-Being, and Individual Differences in Autistic Traits," Journal of Happiness Studies, Springer, vol. 24(3), pages 967-989, March.
    5. Yanhui Xiang & Rong Yuan, 2021. "Why Do People with High Dispositional Gratitude Tend to Experience High Life Satisfaction? A Broaden-and-Build Theory Perspective," Journal of Happiness Studies, Springer, vol. 22(6), pages 2485-2498, August.
    6. Anne Kennes & Johan Lataster & Mayke Janssens & Marianne Simons & Jennifer Reijnders & Nele Jacobs & Sanne Peeters, 2023. "Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention," Journal of Happiness Studies, Springer, vol. 24(2), pages 677-697, February.
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