The Effect of Mindfulness and Psychological Resilience-Based Intervention on Academic Engagement among University Students: A Quasi-Experimental Study

Abstract

A quasi-experimental single-group pre-test post-test design with an embedded mixed-method multiple case study was used to examine the effect of a mindfulness and psychological resilience intervention on students' academic engagement. Quantitative data were gathered before and after the intervention to measure variation in academic engagement (behavioral, emotional, and cognitive aspects) and GPA. Paired sample t-test statistical analysis was used for within-participant comparisons. After each participant was qualitatively examined, cross-case thematic analysis was conducted to identify the common patterns and mechanisms underlying change. A framework for assessing the effectiveness of the intervention in a higher education setting was provided by the use of standardized processes, repeated evaluations, and the integration of quantitative and case-based data. The result reveals that cross-case thematic analysis identifies three major themes: strengthened emotional regulation, improved behavioral consistency, and enhanced cognitive flexibility and academic performance with varying intensities. Significant difference shown between pre-test and post-test intervention in emotional regulation at t (13) = 6.803, P < .001; cognitive flexibility at t (13) = 4.861, P < .001; and academic achievement (GPA) at t (13) = 6.011, P < .001. Thus, the possible benefits of incorporating such variables into learning environments are to promote students' achievement.