The Mediating Role of Resilience in the Relationship Between Mindfulness and Academic Stress Among High School Students

Abstract

The rigorous academic and disciplinary demands of the boarding school system may increase students’ academic stress. Within the framework of positive psychology, mindfulness and resilience are considered protective factors that help students cope with academic challenges. However, limited research has examined the mediating role of resilience in the relationship between mindfulness and academic stress among boarding school students. This study aimed to investigate the effect of mindfulness on academic stress, with resilience serving as a mediating variable. A quantitative approach was employed involving 330 students from Madrasah Aliyah Yayasan Islamic Centre Sumatera Utara. Data were collected using validated scales measuring mindfulness, resilience, and academic stress, and were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings revealed that mindfulness positively predicted resilience and negatively predicted academic stress. Resilience also showed a significant negative association with academic stress and partially mediated the relationship between mindfulness and academic stress. These results suggest that students with higher levels of mindfulness tend to develop greater resilience, which in turn helps reduce academic stress. The study highlights the importance of promoting mindfulness and resilience as psychological resources to support students’ well-being and adaptation in demanding boarding school environments.

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