The Impact of Mindfulness on The Relationship Between Goal Conflict and Subjective Well-Being Among University Students

Abstract

The current study sought to investigate the moderating role of mindfulness in the link between subjective well-being and goal conflict among university students. 320 university students (160 males and 160 females) were selected from various educational institutions. Their ages range from 18 and 24 years. The Freiburg Mindfulness Inventory (Walach et al., 2006), which measures mindfulness, the Goal Conflict Scale (Schnelle et al., 2006), which measures goal conflict, and the Student Subjective Well-Being Questionnaire (SSWQ) (Renshaw, 2015), which measures subjective well-being, were employed. Cronbach's alpha reliability coefficients were used to determine the psychometric qualities. Results showed that all the research instruments are reliable. Correlation matrix showed that mindfulness is positively correlated with all the types of student’s subjective well-being, whereas goal conflict is negatively correlated with all the components of student’s subjective well-being and mindfulness. Regression analysis indicated that school connectedness, academic efficacy, educational purpose and joy of learning are working as significant moderator between mindfulness and goal conflict. It was suggested to consider some demographic details like gender, age and education to study the research variables among students.