Gender Differences in Mindfulness, Resilience, and Academic Performance Among University Students

Abstract

University students encounter numerous academic and emotional challenges that influence their academic success and psychological well-being. This study investigates gender differences in mindfulness, resilience, and academic performance among students enrolled in public and private universities in Faisalabad, Punjab, Pakistan. Using a quantitative, cross-sectional design, data were collected from 400 students aged 19–30 years through validated self-report instruments: the Mindful Attention Awareness Scale (MAAS) for mindfulness, the Connor-Davidson Resilience Scale (CD-RISC) for resilience, and a self-reported academic performance scale. Statistical analyses, including descriptive statistics, t-tests, and regression models, were conducted using SPSS. Results revealed that male students demonstrated slightly higher levels of mindfulness and resilience compared to females, while no significant gender difference was found in academic achievement. The findings underscore the importance of fostering gender-sensitive psychological training programs that enhance students’ coping mechanisms, focus, and academic engagement. The study provides valuable insights for university counsellors, educators, and policymakers aiming to strengthen student well-being and academic success through mindfulness- and resilience-based interventions.