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Alfaro, M., (2016). Mindfulness, flow y rendimiento académico en estudiantes universitarios [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/7467
Alfaro, M., Mindfulness, flow y rendimiento académico en estudiantes universitarios []. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/7467
@misc{sunedu/2661162,
title = "Mindfulness, flow y rendimiento académico en estudiantes universitarios",
author = "Alfaro Bouroncle, Mónica",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
Title: Mindfulness, flow y rendimiento académico en estudiantes universitarios
Authors(s): Alfaro Bouroncle, Mónica
Advisor(s): Matos Fernández, Lennia
Keywords: Atención.; Aprendizaje cognitivo.; Rendimiento académico.; Estudiantes universitarios--Investigaciones.
OCDE field: http://purl.org/pe-repo/ocde/ford#5.01.00
Issue Date: 11-Nov-2016
Institution: Pontificia Universidad Católica del Perú
Abstract: El objetivo de este estudio fue examinar la relación entre mindfulness, flow y rendimiento académico en una muestra de estudiantes de 17 a 31 años (N=156), de una universidad privada de Lima Metropolitana. Para la medición de dichos constructos se utilizaron las siguientes escalas: Mindful Attention Awareness Scale (MAAS, Brown & Ryan, 2003) y Flow State Scale (FSS, Jackson & Marsh, 1996). Se obtuvo como resultado que el rendimiento académico se relacionaba de manera directa y significativa con el mindfulness (r=.27, p<.01; β=.29, p<.001) y con el flow (r=.40, p<.01; β=.42, p<.001). Asimismo, el mindfulness y el flow tuvieron una relación directa y significativa (r=.36, p<.01; β=.38, p<.001). Por otro lado, se encontró que el flow es una variable mediadora entre mindfulness y rendimiento académico. Se discuten estos resultados y sus implicancias.
The aim of this study was to examine the relationship among mindfulness, flow and academic achievement in a sample of students from 17 to 31 years old (N=156), from a private university in Lima (Peru). The following scales were used: Mindful Attention Awareness Scale (MAAS, Brown & Ryan, 2003) and Flow State Scale (FSS, Jackson & Marsh, 1996). It was found that academic achievement had a direct and significant relationship with mindfulness (r=.27, p<.01; β=.29, p<.001) and with flow (r=.40, p<.01; β=.42, p<.001). Mindfulness and flow also related direct and significantly (r=.36, p<.01; β=.38, p<.001). Additionally, it was found that flow was a mediator between mindfulness and academic achievement. These results and their implications are discussed.
The aim of this study was to examine the relationship among mindfulness, flow and academic achievement in a sample of students from 17 to 31 years old (N=156), from a private university in Lima (Peru). The following scales were used: Mindful Attention Awareness Scale (MAAS, Brown & Ryan, 2003) and Flow State Scale (FSS, Jackson & Marsh, 1996). It was found that academic achievement had a direct and significant relationship with mindfulness (r=.27, p<.01; β=.29, p<.001) and with flow (r=.40, p<.01; β=.42, p<.001). Mindfulness and flow also related direct and significantly (r=.36, p<.01; β=.38, p<.001). Additionally, it was found that flow was a mediator between mindfulness and academic achievement. These results and their implications are discussed.
Link to repository: http://hdl.handle.net/20.500.12404/7467
Discipline: Psicología Educacional
Grade or title grantor: Pontificia Universidad Católica del Perú. Facultad de Letras y Ciencias Humanas.
Grade or title: Licenciado en Psicología Educacional
Register date: 11-Nov-2016; 11-Nov-2016
This item is licensed under a Creative Commons License