Investigating the Effects of Mindfulness and Meditation on Student Stress Levels and Academic Outcomes with AI
DOI:
https://doi.org/10.61506/Keywords:
Mindfulness, Stress Levels, Academic Performance, Emotional Regulation, AI-Enhanced InterventionsAbstract
This study investigates the impact of AI-assisted mindfulness interventions on student stress levels and academic performance in educational settings, addressing a significant gap in the existing literature. By employing a quasi-experimental design with a sample of 300 undergraduate students from leading universities in Punjab, the research reveals that participants in the experimental group experienced a substantial reduction in perceived stress, with mean scores on the Perceived Stress Scale decreasing from 25.4 to 18.2 post-intervention (p < 0.001, Cohen's d = 1.54), indicating a large effect size. Additionally, academic performance metrics showed marked improvement, with GPA rising from 2.75 to 3.10 (p < 0.001) and overall learning engagement increasing from 67% to 82% (p < 0.005). The findings underscore the effectiveness of AI-enhanced mindfulness practices in promoting emotional regulation and academic engagement, suggesting that personalized interventions can provide significant support for students facing academic pressures. These results not only enhance understanding of the mechanisms through which mindfulness influences stress and academic outcomes but also inform educators and mental health practitioners about effective, evidence-based strategies for integrating AI-assisted mindfulness into educational curricula. Ultimately, the study contributes to the development of comprehensive mental health support systems that foster resilience and positive learning environments for students.
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