A STUDY OF THE CORRELATION BETWEEN TRAIT MINDFULNESS AND ACADEMIC SELF-ESTEEM IN SECONDARY SCHOOL STUDENTS

It is the purpose of this research to investigate whether or not there is a connection between trait mindfulness and academic self-esteem among students in secondary school. According to the definition of trait mindfulness, which is defined as an individual's persistent propensity to be attentive and aware of the present moment, there has been a rising connection between trait mindfulness and beneficial psychological and scholastic results. The concept of academic self-esteem relates to the beliefs that students have of their own value and ability in academic contexts. These perceptions have a substantial impact on the students' levels of motivation, engagement, and overall success in school. The study methodology that was used was a quantitative correlational one, and it included a sample of secondary school pupils who were chosen using a stratified random sampling method. The characteristic of mindfulness as well as academic self-esteem were both measured with the use of standardised measurements. According to the findings, there is a substantial positive link between the attribute of mindfulness and academic self-esteem. This suggests that students who have greater levels of mindfulness likely to have better academic self-concepts. Taking into consideration the data, it seems that mindfulness training programs have the potential to be effective therapies in enhancing the academic confidence and resilience of students. The findings of this study highlight the significance of incorporating mindfulness techniques into school curricula in order to promote overall student development and academic achievement.