Mindfulness and Cognitive Flexibility and their relationship with the Quality of academic life among university students

The current study aimed to investigate the relationship of the quality of academic life with both mindfulness and cognitive flexibility, and to identify the differences in the quality of academic life that are attributed to both mindfulness and cognitive flexibility, and to determine the relative contribution of each of mindfulness and cognitive flexibility in predicting the quality of academic life among university students. The study followed the descriptive correlational approach, and the study sample consisted of (396) male and female students from South Valley University who were selected in a simple random way. The measures of academic life quality, mindfulness and cognitive flexibility were applied.

The results of the study showed that There was a positive statistically significant correlation between mindfulness (axes and total score) and academic life quality (axes and total score), and there was a positive statistically significant correlation between cognitive flexibility (axes and total score) and academic life quality (axes and total score), as it resulted in statistically significant differences in the quality of academic life attributable to mindfulness (high, medium, low), and statistically significant differences in the quality of academic life attributable to cognitive flexibility (high, medium, low). Finally, the results suggested that mindfulness and cognitive flexibility is a predictor of quality of academic life among university students.