Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales

Abstract

The aim of this investigation was twofold: on the one hand, to know the relationships between REMIND (relaxation, meditation, and mindfulness), emotional competence (EC), and academic performance (AP) in adolescents, and, on the other hand, to analyze whether EC plays the role of mediator between REMIND and AP. The sample was made up of 1 120 secondary and high school students with a mean age of 14.27 (SD = 1.64), of which 51.96% were females. In addition to the correlations between variables, the statistical analysis checked the variables’ adequacy in each proposed structural equation model. Measurement models were first calculated, and then SEM models were obtained. The results showed good relationships between variables and acceptable adjustment indicators for measurement models. Likewise, in the global model, EC also appears as a mediator between REMIND and AP. It is shown that the influences on academic performance exerted by the practice of mindfulness in the analyzed models are indirect, through emotional competences. In conclusion, the advisability of teachers exercising mindfulness programs or at least relaxation exercises in the classroom to enhance students’ emotional competencies and improve their academic performance is highlighted.