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Mindfulness Practices to Improve Achievement

Karina Natalia(1), Budi Utomo(2), Heru Suherman(3),


(1) Sekolah Tinggi Ilmu Agama Buddha Smaratungga
(2) Sekolah Tinggi Ilmu Agama Buddha Smaratungga
(3) Sekolah Tinggi Ilmu Agama Buddha Smaratungga
Corresponding Author

Abstract


McClelland & Wanless (2012) emphasize individuals' abilities to consciously regulate their thoughts, emotions, and behaviors, involving emotional and behavioral aspects. This research employs a literature study approach to delve into existing literature and summarize knowledge. A profound understanding of the interaction between procrastination, mindfulness, and self-regulation can provide a foundation for effective intervention strategies in higher education settings. The focus on developing self-regulation skills and enhancing mindfulness can be key steps in assisting students in overcoming procrastination and achieving optimal academic performance

Keywords


Mindfulness, Achievement

References


Fox, J., & Riconscente, M. (2008). Self-regulation and academic performance: Overview and implications. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 85–107). Lawrence Erlbaum Associates.

McClelland, D. C., & Wanless, S. B. (2012). Assessing adult competence in the workplace: Adult competence evaluations and the McClelland competency assessment battery. In D. C. McClelland & R. Hoyle (Eds.), The development of competence: Helping the learner to learn (pp. 3–24). Springer.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.

Lee, K. (2005). Self-regulation and learning during middle school: Developing principles of self-regulated learning. Cognition and Instruction, 23(2), 209–236.

Ludwig, V. U., Haindl, A., Laufs, H., & Rauch, W. A. (2016). Self-regulation and executive functioning: A multimethod, multidimensional investigation. Personality and Individual Differences, 101, 490–495..

Kabat-Zinn, J. (2013). Mindfulness for beginners: Reclaiming the present moment—and your life. Hachette Books.

McCloskey, M. S., & Scielzo, S. A. (2015). Academic procrastination. In G. J. Boyle, D. H. Saklofske, & G. Matthews (Eds.), Measures of personality and social psychological constructs (pp. 173–195). Academic Press.

Park, T., & Sperling, R. A. (2012). Procrastination, conscientiousness, and success in online learning: A self-regulated learning approach. Interdisciplinary Journal of E-Learning and Learning Objects, 8(1), 113–125.

Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344–357.

Rozental, A., & Carlbring, P. (2014). Understanding and treating procrastination: A review of a common self-regulatory failure. Psychology, 5(13), 1488–1502.

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.

Short, M. M., Mazmanian, D., Oinonen, K., & Mushquash, C. J. (2016). Executive function and self-regulation mediate dispositional mindfulness and well-being. Personality and Individual Differences, 93, 97–103.

Ostafin, B. D., Kassman, K. T., & Wessel, J. R. (2015). Breaking the cycle of desire: Mindfulness and executive control strengthen the ability to resist learned urges. Mindfulness, 6(3), 638–645.

Royuela-Colomer, E., & Calvete, E. (2016). Influence of trait mindfulness on the emotional response to social-evaluative threat: An experimental study. Mindfulness, 7(1), 11–22.

Fox, J., & Riconscente, M. (2008). Self-regulation and academic performance: Overview and implications. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 85–107). Lawrence Erlbaum Associates.

McClelland, D. C., & Wanless, S. B. (2012). Assessing adult competence in the workplace: Adult competence evaluations and the McClelland competency assessment battery. In D. C. McClelland & R. Hoyle (Eds.), The development of competence: Helping the learner to learn (pp. 3–24). Springer.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.

Lee, K. (2005). Self-regulation and learning during middle school: Developing principles of self-regulated learning. Cognition and Instruction, 23(2), 209–236.

Ludwig, V. U., Haindl, A., Laufs, H., & Rauch, W. A. (2016). Self-regulation and executive functioning: A multimethod, multidimensional investigation. Personality and Individual Differences, 101, 490–495.

Schutte, N. S., & de Bolger, J. (2020). The roles of emotion regulation, mindfulness, and proactive coping in the experience of academic stress. Anxiety, Stress, & Coping, 33(3), 245–259.


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DOI: 10.57235/jetish.v3i1.1967

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