<![CDATA[Academic stress is a mental health condition experienced by students when they perceive that their academic demands exceed their cognitive capacity, time, energy, and available support systems. Mindfulness is the ability to intentionally attend to the present moment with openness and without judgment. This study aimed to examine the relationship between mindfulness and academic stress among students at SMP Mashita Batam. The study involved 88 students who were selected using a saturated sampling method. The research instruments consisted of a mindfulness scale and an academic stress scale. The mindfulness scale comprised 16 items with a reliability coefficient (Cronbach’s α) of .832, while the academic stress scale comprised 18 items with a reliability coefficient of .883. Data were analyzed using the Pearson product-moment correlation. The results showed a significant negative correlation between mindfulness and academic stress (r = −.407, p < .001). Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was supported. These findings indicate that higher levels of mindfulness are associated with lower levels of academic stress among students at SMP Mashita Batam. The coefficient of determination (R²) was .166, indicating that mindfulness explained 16.6% of the variance in academic stress. Overall, the findings suggest that mindfulness may serve as a psychological resource that helps students cope with academic demands and may be associated with lower levels of academic stress.]]>
Copyrights © 2026
