Mindful Attention Awareness among UM Digos University College Students: A Comparative Analysis

Abstract

Mindful attention awareness involves intentionally being attentive to the current moment without bias, allowing focus on the current moment and what is most important to you, rather than concentrating on thoughts and feelings. This study explores whether mindful attention awareness has significant differences in sex, year level, and department. This research is quantitative and employs a descriptive-comparative design. The data interpretation is performed by JAMOVI software, together with Excel. The Shapiro-Wilk test was utilized to assess normality, but it did not confirm a normal distribution for continuous variables, while mean and standard deviation were used to measure variable levels. The findings revealed that respondents had a moderate range in all sub-scales in the area of mindful attention awareness. The results showed that females had a high significance difference in mindfulness attention awareness. The test of difference shows that sex has an unequal variance, while in year level, only first, second, and fourth-year students had a significant difference in mindfulness attention awareness, and the department had no significant difference in mindfulness attention awareness. The study recommends future researchers on exploring the longitudinal effects of mindfulness interventions on academic achievement and student well-being, which could provide valuable evidence for integrating mindfulness into educational practices.