Role of Mindful Attention and Self-Control in Academic Achievement of Young Adults: The Mediating Role of Agreeableness and Self-Efficacy

Abstract

The study hypothesized that mindful attention, self-control, self-efficacy, and personality traits would positively correlate with academic performance, and that agreeableness would mediate the relationship between mindful attention and academic performance. Using purposive sampling, 250 students from universities in Lahore, Pakistan (mean age 21.22 years), were surveyed. Tools included the Mindful Attention Awareness Scale (MAAS), Brief Self-Control Scale, General Self-Efficacy Scale (GSE), Ten-item Personality Inventory (TIPI), and Academic Performance Questionnaire. Results confirmed that mindful attention, self-control, self-efficacy, and personality traits were positively associated with academic performance. Agreeableness, openness to experience, and mindful attention significantly predicted academic success, with agreeableness partially mediating the relationship between mindful attention and performance.