ORIGINAL RESEARCH article
Front. Psychol.
Sec. Mindfulness
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1687223
This article is part of the Research TopicNew Trends in Mind-Body Techniques: Boosting Wellbeing with Non-Invasive Brain Stimulation, Neurofeedback, Mindfulness, Hypnosis and Other Neuromodulatory ApproachesView all 6 articles
How does mindful awareness impact academic performance in junior high school students? A chain mediation effect based on academic self-efficacy and academic buoyancy
Provisionally accepted
- 1Capital Normal University, Beijing, China
- 2Minzu University of China, Beijing, China
- 3West Yunnan University of Applied Sciences College of Tea, Dali, China
- 4Northern Nationalities University, Ningxia, China
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Background: Previous research has mostly focused on exploring the mechanisms of mindful awareness and academic performance in university students, with less attention paid to junior high school student group. This study aimed to examine how mindful awareness influences academic performance in junior high school students through the chain mediation of academic self-efficacy and buoyancy. Methods: The study selected 3,163 Chinese junior high school students (1,599 males, 1,564 females; mean age = 13.30, standard deviation = 0.90), and assessed their mindful awareness, academic buoyancy, academic self-efficacy, and academic performance through a survey. Results: The results showed that mindful awareness had a significant positive effect on academic performance (β = 0.179). This relationship was partially mediated through two pathways: academic self-efficacy (β = 0.083) and academic buoyancy (β = 0.035). Additionally, a serial mediation pathway through both mediators was significant (β = 0.024). These indirect effects collectively accounted for 44.2% of the total effect, suggesting that mindful awareness enhances academic performance both directly and indirectly through increased academic self-efficacy and buoyancy. Conclusion: The research findings provide a theoretical and practical basis for enhancing students' positive psychology and promoting academic performance through mindful awareness interventions.These findings suggest that schools could improve student outcomes by integrating mindfulness practices (e.g., brief pre-class meditation) into support programs.
Keywords: Mindful awareness1, Academic performance2, junior high schoolstudents3, academic self-efficacy4, academic buoyancy5
Received: 17 Aug 2025; Accepted: 20 Oct 2025.
Copyright: © 2025 Guo, Zhang, Qiao and Zhou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jiahao Zhang, 24400207@muc.edu.cn
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