Research Article
A Unified Proposition on Well-being, Mindfulness and Academic Achievement: A Bibliometric Analysis
@INPROCEEDINGS{10.4108/eai.25-10-2023.2348191, author={Ive Emaliana and Alies Poetri Lintangsari and Khairil Azwar Razali and Irene Nany Kusumawardani and Muhammad Afif Alhady and Tyara Muffidah Listyadi}, title={A Unified Proposition on Well-being, Mindfulness and Academic Achievement: A Bibliometric Analysis}, proceedings={Proceedings of the 3rd International Conference on Language, Literature, Education, and Culture, ICOLLEC 2023, 25-27 October 2023, Bali, Indonesia}, publisher={EAI}, proceedings_a={ICOLLEC}, year={2024}, month={7}, keywords={academic achievement mindfulness well-being}, doi={10.4108/eai.25-10-2023.2348191} }- Ive Emaliana
Alies Poetri Lintangsari
Khairil Azwar Razali
Irene Nany Kusumawardani
Muhammad Afif Alhady
Tyara Muffidah Listyadi
Year: 2024
A Unified Proposition on Well-being, Mindfulness and Academic Achievement: A Bibliometric Analysis
ICOLLEC
EAI
DOI: 10.4108/eai.25-10-2023.2348191
Abstract
This article presents a critical review of empirical studies on students’ academic well-being and engagement with mindfulness and epistemic beliefs in a wide range of educational contexts from 2013 to 2023. Two central themes were identified through a systematic process of paper selection and review: 1) Students' academic well-being, mindfulness, and epistemic beliefs levels; and 2) the impacts of academic well-being on students with various influencing factors at the individual, interpersonal, and environmental levels. VOSviewer, a bibliometric visualization tool, is used in the study to examine and synthesize empirical research conducted throughout this particular span. The study provides insight into the evolving setting of scholarly works, identifying major trends, prominent research concerns, networks of collaboration, and the relationship between well-being, mindfulness, and academic achievement. The findings of this study contribute to a cohesive concept that incorporates well-being and mindfulness into educational frameworks to improve academic achievement and nurture students’ development. The findings provide the groundwork for future research and strategic plans aimed at improving educational practices and student outcomes.
