IMPACT OF ADVERSITY QUOTIENT AND MINDFULNESS ON ACADEMIC PERFORMANCE AMONG STUDENTS

Abstract

This study investigates the relationship between Adversity Quotient (AQ), mindfulness, and academic performanceamong university students. The research adopts a quantitative, explanatory designto examine how psychological resilience and present-moment awareness contribute to students’ academic success. A total of 300 studentsfrom the University of Okara were selected using a stratified sampling technique, ensuring representation across gender, academic discipline, and level of education. Data were collected through a survey, utilizing standardized instruments to measure AQ, mindfulness, and academic performance. Descriptive and inferential statistical analyses, including correlation and multiple regression, were employed to assess the relationships between the variables. Thefindings indicate that both AQ and mindfulness are significant predictorsof academic performance, with students scoring higher on AQ and mindfulness demonstrating greater ability to manage academic stress, sustain motivation, and maintain focus on learning tasks. Additionally, differences were observed based on area of residenceand level of education, with urban and MPhil students exhibiting higher levels of AQ and mindfulness. Gender differences, however, were not statistically significant. The study highlights the importance of fostering resilience and mindfulness within educational settings to enhance academic outcomes. Implications for curriculum design, student support programs, and future research on psychological interventions inhigher education are discussed.