Table 1 Overview of prior studies related to mindfulness, wellbeing, music engagement and academic performance.
Studies | Study context | Independent variables | Dependent variables | Mediating variables | Moderating variables |
|---|---|---|---|---|---|
Jian (2022) | Music students from Chinese institutions | Academic self-efficacy & academic self motivation | Sustainable students engagement & academic achievement | Learning agility | NA |
Faran et al. (2021) | Pakistani public universities | Emotional, cognitive and background use of music | Flourish in university students | Cognitive reappraisal, & expressive suppression | NA |
Gallardo et al. (2021) | Spanish school students | Intervention in music and humanities | Grades and qualification | General self-efficacy | NA |
Wang and Huang (2024) | Chinese Music institutions | Listening music willingness & Music engagement | Musical development and achievement | Music listening behavior & Music aesthetic experience | NA |
Krause et al. (2021) | Australian University Students | Listening to music, playing video games, watching TV & using social media | Life satisfaction of university students | NA | NA |
Johnson et al. (2021) | American individuals | Mindfulness (Non judgmental & Non reacting) | Resilience & perceived stress | Positive affect & negative affect | NA |
Goodman et al. (2021) | American University Students | Need support | Academic performance (Final exam grade & evaluation of instructor) | Pre-test mindfulness, Test anxiety cognitive symptoms & test anxiety physio symptoms | NA |
Tran et al. (2022) | Vietnamese university students | Self-compassion, mindfulness, & stress | Self-esteem | Psychological well-being & positive emotion | |
Wang and Huang (2023) | Immigrants in China | Music experience, social media peer influence & native music | Psychological wellbeing | Music attitude | Music type |
