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This study examined the differential contributions of dispositional mindfulness facets to psychological adjustment, focusing specifically on perceived academic stress, self-regulation, and psychological well-being among undergraduate students. Mindfulness fosters greater awareness of present experiences and promotes positive health and psychological outcomes. A total of 147 undergraduate students (115 females, 31 males) from Kuala Lumpur, Malaysia, participated in the study and completed the Five Facet Mindfulness Questionnaire, Self-Regulation Questionnaire, Perceived Academic Stress Scale, and Flourishing Scale. Utilizing a cross-sectional design, data were analyzed through correlation and regression analyses. The findings revealed significant associations between dispositional mindfulness academic stress, self-regulation, and psychological well-being. Additionally, three mindfulness facets—acting with awareness, nonreactivity, and nonjudging, emerged as significant predictors of students’ psychological well-being, highlighting their key role in fostering positive adjustment.

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Investigating the Relationship Between Perceived Academic Stress, Mindfulness, and Psychological Well-Being Among Malaysian University Students

  • 会议论文

  • 发表日期：

    2026年

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  • Wei Lin Poh,
  • Yee Ying Kek,
  • Kenneth Leow

摘要

This study examined the differential contributions of dispositional mindfulness facets to psychological adjustment, focusing specifically on perceived academic stress, self-regulation, and psychological well-being among undergraduate students. Mindfulness fosters greater awareness of present experiences and promotes positive health and psychological outcomes. A total of 147 undergraduate students (115 females, 31 males) from Kuala Lumpur, Malaysia, participated in the study and completed the Five Facet Mindfulness Questionnaire, Self-Regulation Questionnaire, Perceived Academic Stress Scale, and Flourishing Scale. Utilizing a cross-sectional design, data were analyzed through correlation and regression analyses. The findings revealed significant associations between dispositional mindfulness academic stress, self-regulation, and psychological well-being. Additionally, three mindfulness facets—acting with awareness, nonreactivity, and nonjudging, emerged as significant predictors of students’ psychological well-being, highlighting their key role in fostering positive adjustment.