Societal and cultural norms are important in shaping how individuals live, study, and work. Of particular interest in recent research is the effect of mindfulness, defined as the ability to focus on the present moment, and how it can improve cognitive function and productivity. This study examines how mindfulness impacts scholastic achievement among samples of university students in Finland, China, and the United States. The empirical model measures the relationship between self-reported mindfulness levels and performance in introductory economics classes. The results show an overall positive association between mindfulness levels and student performance. However, students in Finland showed the strongest correlation between mindfulness and performance, while students in China showed little to no correlation.
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