An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

Abstract

The current project hypothesized that mindfulness practice should improve the academic performance of undergraduate students. However, no significant relationships were found between mindfulness practices neither with FFMQ nor MAAS scores. Two distinct groups of university students were evaluated by the Five Facet Mindfulness Questionnaire (FFMQ) and the Mindful Attention Awareness Scale (MAAS). The descriptive analysis of our groups showed positive changes in academic outcomes thanks to the mindfulness practice. In the first trial, adverse changes in FFMQ, MAAS and academic averages findings were observed. Meanwhile, positive differences in FFMQ, MAAS and academic averages outcomes were found in the second trial. Results from the current study suggest that either mindfulness stage is not affected by mindfulness practices on the first scenario and, the second sample represent an ideal experience of mindfulness group. The FFMQ and MAAS may need adaptation for specific groups like engineering or science students.

Keywords

• Mindfulness
• FFMQ
• MAAS
• ESPOL
• students
• higher education