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


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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..

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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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