Impact of Mindfulness Meditation on Cognitive Performance and Academic Well-Being Among University Students: A Quasi-Experimental Study

Abstract

This study investigates the effects of mindfulness meditation on cognitive performance and academic well-being among university students. A quasi-experimental design with pre-test and post-test assessments was employed to evaluate the impact of a four-week meditation program. Fifty college students were randomly assigned to either a Meditation Group (n = 25) or a Control Group (n = 25). Standardized assessments including the College Learning Effectiveness Inventory (CLEI), Perceived Stress Scale (PSS), and Warwick-Edinburgh Mental Well-being Scale (WEMWBS) were used to measure cognitive performance, stress levels, and well-being. Qualitative data were collected through interviews and reflective sessions to explore subjective experiences. Results indicate significant improvements in cognitive performance, academic well-being, and emotional resilience among participants in the Meditation Group compared to the Control Group. Qualitative insights further revealed enhanced self-awareness and classroom engagement. These findings suggest that mindfulness meditation can positively impact student learning outcomes and well-being in higher education settings.

Keywords: Mindfulness meditation, cognitive performance, academic well-being, university students, quasi-experimental study