International Journal of Social Science & Economic Research
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Title:
ACADEMIC CONFIDENCE AND MINDFULNESS: A STUDY ON GENDER DIFFERENCES

Authors:
Syeda Arifa Tasneem , Neeraj Panwar

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Syeda Arifa Tasneem1 , Neeraj Panwar2
1. Research Scholar, P.G. Department of Psychology, Jain (Deemed-To-Be-University), Bangalore.
2. Assistant Professor, P.G. Department of Psychology, Jain (Deemed-To-Be-University), Bangalore.

MLA 8
Tasneem, Syeda Arifa, and Neeraj Panwar. "ACADEMIC CONFIDENCE AND MINDFULNESS: A STUDY ON GENDER DIFFERENCES." Int. j. of Social Science and Economic Research, vol. 4, no. 6, June 2019, pp. 4690-4702, ijsser.org/more2019.php?id=360. Accessed June 2019.
APA
Tasneem, S., & Panwar, N. (2019, June). ACADEMIC CONFIDENCE AND MINDFULNESS: A STUDY ON GENDER DIFFERENCES. Int. j. of Social Science and Economic Research, 4(6), 4690-4702. Retrieved from ijsser.org/more2019.php?id=360
Chicago
Tasneem, Syeda Arifa, and Neeraj Panwar. "ACADEMIC CONFIDENCE AND MINDFULNESS: A STUDY ON GENDER DIFFERENCES." Int. j. of Social Science and Economic Research 4, no. 6 (June 2019), 4690-4702. Accessed June, 2019. ijsser.org/more2019.php?id=360.

References

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Abstract:
Academic confidence is an integral part of overall self-confidence for an individual particularly for the student population. It adds on to the self-perception of an individual and focuses on one's competence, skills, and capabilities to deal effectively with a variety of situations. In addition, it also makes them better students. At the same time, students with higher academic confidence are expected to be more attentive; and observe, describe and participate in the present moment effectively, with non-judgmental awareness, which is defined as mindfulness. Hence, they are expected to be high, not only on confidence (academic) but also on mindfulness. Therefore, the present empirical investigation has been conducted with the objective to assess the level of academic confidence and mindfulness for male and female under-graduate students. Additionally, it was also expected that female under-graduate students would report a higher academic confidence and mindfulness as compared to male students. For this purpose, between group design was adopted, and standardized tools pertaining to academic confidence and mindfulness were administered on 60 under-graduate students. Descriptive statistics were computed followed by t-test for an independent sample to find out the gender differences. The results revealed no significant differences between the two genders (male and female) on academic self-confidence and mindfulness.