Journal of Psychosocial Research

Vol. 15, No. 1, 2020, 329-340

DOI No. : https://doi.org/10.32381/JPR.2020.15.01.28

Effect of Mindfulness on Self-concept, Self-esteem and

Growth Mindset: Evidence from Undergraduate Students
Sweta Saraff, Akanksha Tiwari and Rishipal

ABSTRACT
Role of mindfulness is cardinal for students’ holistic growth that is not only limited
to education but also for social and emotional development. This paper discusses
the importance of mindfulness as an intervention to students in a group. The present
study aims to demonstrate the impact of intervention of mindfulness-based approach
in developing the positive self-concept, self-esteem and growth mindset in first
year college students, divided in three different groups namely control group,
treatment group 1 and treatment group 2 respectively. The results found show a
significant increase in the self-concept, self-esteem and growth mindset of college
students of the treatment group 2 as compared to that of the control group. The
efficacy of campus-based training is also discussed.

Keywords: Mindfulness, students, self-esteem, self-concept, growth mindset.

INTRODUCTION
Our destiny can’t be decided only by our genetic makeup but also with the choices we
make in the course of life. One can better decide if an individual has an awareness
about their own self, their perceptions, beliefs and evaluate their own worth and receive
correct motivation to achieve something at the correct age. For 30 years, an important
form of meditation has taken hold both in clinical and non-clinical setups, known as
mindfulness meditation (Kabat, 1982; Zinn, 1990, 2003). Based upon techniques of mental
training mindfulness suggests that awareness of here-and-now mental or cutaneous
sensations positively influences an individual’s perception and acceptance of an
individual’s own life experiences.

Corresponding author. Email : ssaraff306@gmail.com, ankutiw@gmail.com

ISSN 0973-5410 print/ISSN 0976-3937 online
©2020 Dr. H. L. Kaila
http//www.printspublications.com
330 Sweta Saraff, Akanksha Tiwari and Rishipal

Self-Concept & Self Esteem

Understanding self represents the sum total of a person’s conscious perception of their
identity as distinct from others that changes throughout their lives. It influences an
individual’s ability to make key decisions about self, others around. In general terms
the self-concept refers as to how a person thinks about, evaluates and perceives himself
/ herself.
Baumeister (1999) defines Self-concept as “The individual’s belief about himself or
herself, which includes the person’s characteristics as well as who and what the self is”.
Psychologist Carl Roger(1959) is known to have a major influence in popularizing
the idea of self-concept. According to him, every individual strives to reach an “ideal
self”. It is basically the individual’s image of the kind of person he or she is. The ideal
self represents the self-concept that a person would ideally want to own.
John Turner(1999) stated that the self-concept consists of at least two “levels”: a
personal identity and a social one. In other words, evaluation of self of a person relies
on perception of self and how others perceive them (Klein, Loftus & Burton, 1989; Van
Hook & Higgins, 1988).
The set of attitudes and perceptions that an individual hold about himself or
herself is termed as Self-concept. (Wolffe, 2000; Woolfolk, 2001 and Tuttel & Tuttel,
2004.; Woolfolk, 2007)
The self-concept comprises three main elements:
The identity of the subject or self-image, referred to as the perceptions of himself /
herself.
Self-esteem, which in turn is related to the value that an individual attach to the
particular manner in which they see themselves;
And a behavior component that shows how self-concept influences and develops
the person’s behavior (Machargo, 1997; Mc Clun & Merrell, 1998; Zagol, 2001 and
Tuttel & Tuttel, 2004)
The self-concept is dynamic in its efforts to maintain its individuality. The dynamic
aspect of the self-concept is also evident in adolescent’s desire to understand themselves
and to realize their most acceptable selves. The individual’s concept of himself is at the
core of his thinking, motivation and behavior.
Self-Esteem
Abraham Maslow (1943) proposed for the first time the concept of Self-esteem in his
theory of Need Hierarchy in the paper “A Theory of Human Motivation” in

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 Effect of Mindfulness on Self-concept, Self-esteem and Growth Mindset: Evidence from 331
Undergraduate Students

Psychological Review and later (1954), fully expressed this concept in his book
“Motivation and Personality”. According to him Self-esteem belongs to secondary or
higher order needs.
Hence, in simple words a person’s overall subjective and emotional evaluation of
their own worth is known as self-esteem.
Mindset
A mindset may be a faith or belief that orients the way we tackle situations – the way
we mapped out what is happening and what we should do. Our mindsets help us spot
opportunities.
Carol Dweck (2006) popularized the thought of mindset. He proposed that there
are two sorts of mindsets: Fixed mindset and Growth mindset. If an individual feature
a fixed mindset and thinks that his/her ability is innate, then a failure is often unsettling
because it makes doubt how good we are. In contrast, if an individual feature a growth
mindset, then he/she expects that we will improve our ability—and a failure, therefore,
shows us what we would like to figure on. Based on his studies with students, Dweck
(2006) propounded that some students view intelligence as fixed, something that they
can’t change (a fixed mindset), whereas others view intelligence as malleable, something
that they will develop over time (a growth mindset). Students with growth mindsets
seek to find out and develop their abilities, and thus pursue challenges, value effort,
and are resilient to setbacks.
Overview of Mindfulness:
Derived originally from Buddhist psychology, Mindfulness may be a concept, which
was first translated by T.W. Rhys Davids (1881). This term is now essential for a few
well-known clinical interventions.
Killingsworth & Gilbert (2010) defined Mindfulness as a process of openly attending,
with awareness, to one’s present experiences of the moment. This process of awareness
of here and now experiences contrasts with our daily life experience, where we often
unwillingly engage our mind wander, running on automatic pilot (Bargh & Chartrand,
1999), and suppressing our unwanted experiences (Kang et al., 2013). For example,
Killingsworth and Gilbert (2010) in one of their studies showed that our minds wander
approximately 47% of the time and that mind wandering usually predicts unhappiness.
In contrast to this study Brown and Ryan (2003) in their study showed that the capacity
to be mindful is associated with higher well-being in daily life.
Sometimes, Mindfulness is termed as “comprehensible awareness of every
experience that presents itself” or “watchfulness” (Bodhi, 2011; Brown et al., 2007;
Quaglia et al., 2015).

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332 Sweta Saraff, Akanksha Tiwari and Rishipal

Eberth & Sedlmeir (2012) Mindfulness refers to the self-regulatory practice of the
awareness of the immediate, often incorporating ideas of openness, acceptance, curiosity,
and the simple act of observing one’s own experiences as they are happening.
In simple words, Mindfulness refers to maintaining a moment-by-moment
awareness of one’s thoughts, feelings, bodily sensations, and surrounding environment.
When we practice mindfulness, our thoughts tune into whatever we are sensing in the
here and now experiences or present moment instead of rehashing the past or imagining
the future.
Mindfulness-based interventions (MBIs)
Mindfulness is one of the research areas in psychology that has experienced most of
the development in recent years in Indian scenario. The mindfulness interventions
include acceptance and commitment therapy (ACT), mindfulness-based cognitive
therapy (Sinha, U. K., & Kumar, D. 2010, Sharma, M. P., Mao, A., & Sudhir, P. M. 2012),
mindfulness-based stress reduction therapy. Bruin and Bögels (2014) integrated
mindfulness into a weekly course for international students, researchers found that
participation led to increased non-judgmental and non-reactive approaches to students’
own thoughts, feelings, and emotions while also assisting in their ability to deal with
stress and improved overall performance.
Mindfulness interventions are often understood as a specific form of meditation
exercise that tries to increase different psychological functions of mind by means of a
synergic effort between attention regulation, self-awareness and emotional regulation,
hence increasing self-regulation and psychological resilience. Educators and
practitioners realized the potentially life-changing benefits of Mindfulness and
integrated these practices into educational settings. Training in mindfulness from an
academic point of view is often developed and disseminated through standardized
group programs lasting from 8 to 10 weeks. (Brown, 2007; Conis, 2005; Gravois, 2005;
Hall, 1999; InnerKids.org, 2007; Linden, 1973)
Review of Literature:
Rose, Sally A, Sheffield, David Harling, Martyn (2017) in one of their studies named
“A Practice-Based Case Study: The Integration of the Workable Range Model into a
Mindfulness-Based Stress Reduction Course’’ emphasized questions about how
conceptual and demonstrable teaching and learning methods were linked in
mindfulness-based interventions. The future research possibilities using mindfulness
practice were discussed as a methodology to investigate the processes.
Racey, Daniel N Fox, Jerry Berry et al in their study “Mindfulness-Based Cognitive
Therapy for Young People and Their Carers: a Mixed-Method Feasibility Study” (2017)

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 Effect of Mindfulness on Self-concept, Self-esteem and Growth Mindset: Evidence from 333
Undergraduate Students

evaluated the practicability of mindfulness-based cognitive therapy (MBCT) and

acceptability and usability for young people, their parents and the clinicians working
with them. They also tried to figure out whether a parallel course for parents was
required and useful addition. The result showed that young people had significant
improvements across all outcome measures, on the other hand parents had statistically
significant improvements in self-compassion.

Meiklejohn, John et al. (2012) in their study named “Integrating Mindfulness

Training into K-12 Education: Resilience of Teachers and Students” This paper reviewed
research and curriculum pertaining to the integration of mindfulness training into K-
12 education, both through direct teaching of students and indirectly by training
teachers. The findings from the research suggested that mindfulness practice can
enhance emotional self-regulation, attention and encourage flexibility.

Yeager, D. S., & Dweck, C. S. (2012) in their research paper “Mindsets That
Encourage Resilience: When Students Believe that Personal Characteristics Can Be
Developed”. This paper tried to look into the underlying psychology and reason behind
the causes of some students to feel stressed, vulnerable and discouraged when they
face life challenges.The findings showed that students needed mindsets that represent
challenges as something that they can take on and overcome over time with new
strategies, learning, effort, help from others, and patience instead of self-esteem which
was earlier thought of.

Research Gap:

Above reviewed literature shows that mindfulness-based education is a developing

approach for increasing learners’ motivation and engagement in educational
environments. The popularity of mindfulness is growing rapidly in the 21st century
but the success of its application in educational contexts is still lacking, so the current
research proposes to focus on empirical evidence. Based on the existing research, this
study identifies the need to design the learning environment of students utilizing
theoretical principles by adopting an existing framework, which is currently used in
the field of education.

Since self-regulation, competency, need for achievement and growth mindset are
an integral part of 21st century education, there is a need to empirically investigate
whether the attention that mindfulness based therapies has gained in educational context
- it’s potential to motivate students, is applicable in the context of Indian school children.
However, the process of integrating mindfulness-based design principles within varying
educational experiences appears challenging and there are currently no practical
guidelines for how to do so in a coherent and efficient manner.

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334 Sweta Saraff, Akanksha Tiwari and Rishipal

Objective of the study

To study the impact of mindfulness as an intervention on self-concept, self-esteem and
mindset of students.
Hypothesis of the study
H1 Mindfulness as pedagogical intervention will have a significant effect on the self-
concept of the students.
H2 Mindfulness as pedagogical intervention will have a significant effect on self-
esteem of the students.
H3 Mindfulness as pedagogical intervention will have a significant effect upon the
growth mindset of the students.

RESEARCH METHODOLOGY
Quasi-Experimental Research -The proposed research design is pre-test post-test control
group design, where an intervention Programme was executed based on Mindfulness.
The program was divided into 12 sessions of discussions and exercises based on
meditation of around one hour. This study employed a quasi-experimental
nonrandomized research design with a control group.

PROCEDURE
There were two treatment groups (treatment group 1 and treatment group 2) and one
control group which would be pre-tested on the dependent variables.
Control Group is the group over which no intervention would be conducted.
Treatment group 1 is the group where strategies of mindfulness would be discussed
but they would not be given any meditation exercise. Whereas Treatment group 2 is
the group which would receive meditation exercises along with mindfulness strategies.
After the intervention (independent variable- Mindfulness Intervention) would be
administered to the treatment groups, again there will be post-test on the dependent
variables (Self-Concept, Self-Esteem and Growth Mindset).
Sample
The purposive sampling method was adopted for the study. The participants in the
present study were undergraduate Indian students from a private university. The
sample consisted of a total 450 students. Three groups, control, treatment group 1 and
treatment group 2 were prepared with 150 students approximately in each group. All
students were of age group 19- 20 years, with no previous mental illness.

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Undergraduate Students

Tools of Data Collection

1. Intelligence Mindset Scale
The Implicit Theory of Intelligence Scale developed by Dweck et al. (1995) was used in
this study to assess the beliefs of intelligence changeability of participants. The scale
contains eight items with a ten point Likert scale(from 1— “strongly disagree” to 10—
”strongly agree”) ; out of which four were reverse coded.
2. Adolescents’ Self-concept Short Scale (ASCSS)
Veiga and Leite (2016) developed this scale using Portuguese adaptation of PHCSCS.
This study had used a short version of PHCSCS abbreviated as ASCSS. It evaluated
the adolescents’ self-concept, their differentiation and development. The main domains
were behavior, popularity, anxiety, physical appearance, happiness and intellectual
status. Some items of the scale were - I am an important member of my class, In games
and sports, I watch instead of playing, I am shy, I am often sad, I am strong.
3. Rosenberg Self Esteem Scale
The Rosenberg Self Esteem Scale is a ten-item Likert type scale which was designed similar
to the social-survey questionnaires. The items were answered on a four-point scale ranging
from strongly agree to strongly disagree. Out of 10 items five items have positively worded
statements and five have negatively worded statements. The scale measures self-esteem
by asking the respondents to reflect their current feelings. This scale is considered a valid
and reliable quantitative tool for the assessment of self-esteem.
RESULTS
In the light of the formulated hypothesis of the study descriptive statistics has been
Table 1.1

Showing Mean and Standard Deviation for pretest and posttest

Mean & SD Self-Concept Self Esteem Growth Mindset

Before After Before After Before After

Control 777.33 792 106.8 108.2 146.25 154.88

26.17 27.88 3.29 4.452 5.08 11.33

Treatment 1 744.67 803.67 102 113.1 157.38 174.45

35.72 23.15 2.84 3.36 2.652 5.434

Treatment 2 806 840.83 105 127.1 164.5 199.13

21.38 23.47 4.047 3.295 1.763 4.307

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336 Sweta Saraff, Akanksha Tiwari and Rishipal

Table 1.2

Showing correlation and t-test:

Mean & SD Self-Concept H1 Self Esteem H2 Growth Mindset H3

Control t = 3.655, p< 0.05 t = 0.591, p>0.05 T =1.187, p>0.05

r = 0.938 r = 0.877 r = 0.855

Treatment 1 t = 5.274, p< 0.05 t = 11.355, p< 0.05 t = 7.914, p< 0.05

r = 0.961 r = 0. 879 r = 0.166

Treatment 2 t = 4.44, p< 0.05 t = 8.809, p< 0.05 t = 5.464, p< 0.05

r = 0.99 r = 0.931 r = 0.436

F ratio 4.69125, p< 0.05

computed (Mean and S.D.) followed by Correlational analysis and t-test.

DISCUSSION
The main objective of the study was to explore whether intervention of mindfulness
has an impact on self-concept, self-esteem and mindset of undergraduate students.
For the analysis, the significance level was kept at 0.05. The statistical analyses were
conducted with the help of SPSS v. 25.0.
As per Table 1.1 we can see that the mean of the treatment group 2 for all the
dependent variables was higher than the treatment group 1 and control group in the
post tests conducted in the study. For Self-Concept the mean of treatment group 2 was
840.83 in comparison to 803.67 for the treatment group 1 and 792 for control group
respectively. Similarly, for Self-esteem treatment group 2 (127.1) is greater than treatment
group 1(113.1) g.t control group (108.2) and for Growth mindset (treatment group 2
has mean of (199.13)> treatment group 1 (174.45) gr.t control group (154.88).
Table 1.2 represents a summary of independent t tests conducted to find out
whether there is significant mean difference in the groups in their self-concept, self-
esteem and growth mindset of students after implementation of the intervention
program. The findings of the study suggest that there is a significant mean difference
in the treatment groups in all the dependent variables namely self-concept, self-esteem
and growth mindset. Therefore; hypothesis H1 of the study that states Mindfulness as
pedagogical intervention will have a significant effect on the self-concept of the students
is proved. This means that mindfulness as an intervention has improved the self-concept

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 Effect of Mindfulness on Self-concept, Self-esteem and Growth Mindset: Evidence from 337
Undergraduate Students

of students in the study. Similar to this finding, Crescentini et al., (2014) also found
that an 8-week mindfulness-based intervention in naive individuals, directly affected
implicit as well as explicit self-concepts In this study they assessed the changes in
explicit (e.g., Self-Transcendence) and implicit (e.g., religiousness and spirituality and
found that Meditation Mindfulness led to widespread increase in explicit and to more
limited increase in implicit self-concept. Moreover, holistically self-concept tended to
increase congruently after the training. Further, hypothesis H2 of the study that states
Mindfulness as pedagogical intervention will have a significant effect on self-esteem of
the students, is also proved (Bajaj, B. & Pande, N. 2016). This finding is also in congruence
with the findings of Kooleet al., (2009). Where, it was shown that small Meditation
Mindfulness exercises, carried out by young participants (n = 188), led to greater
congruence between explicit and implicit measures of self-esteem. The results further
indicate that hypothesis H3 stating Mindfulness as an intervention will have a significant
effect upon the growth mindset of the students is also proved. The result clearly
indicates that there is a significant increase in the self-concept and self-esteem of
students. There is a significant increase in the self-esteem and self-concept of students.
The students also develop a growth mindset at a significant level. At the end the
authors conclude that the intervention of mindfulness has the most effect on Self-
esteem. This study proves that mindfulness has an impact on self-concept, self-esteem
and growth mindset of students.
Limitations of the study
Like all the studies, present study also has few limitations, which are as follows:
1. Effect of intelligence upon the relationship between the two methods.
2. Role of University Environment, Peer Factor may act as intervening variable.
3. There may be no control over the gain on post-test, sometimes, due to the
experience on the pre-test (testing effect) which may reduce the internal validity
of the experiment.
Implications of the study and Future directions
The present study has shed light upon mindfulness-based education. Mindfulness is a
developing approach and an integral part of the 21st century for increasing learners’
motivation and engagement in educational environments. With the growing popularity
of mindfulness and success of its application in educational contexts, the current research
focused on empirical evidence. The present study tried to identify and design the
learning environment of students by utilizing the theoretical principles, which is currently
used in the field of education especially in the Indian context. Mindfulness has emerged
as a motivational tool and has a great potential to motivate students, enhance emotional

J. Psychosoc. Res.
338 Sweta Saraff, Akanksha Tiwari and Rishipal

regulation & overall wellbeing (Hanley, A. W., & Garland, E. L. 2017), reduce their
anxiety and stress (Hulsheger, U. R., Alberts, M., Feinholdt, A., & Lang, J. B. 2013).
In future practical guidelines can be developed and mindfulness can be included
as a behavioral training in the curriculum of school children. It also proves the relevance
of providing therapy especially in group settings (Grossman, P., Schmidt, S., & Walach,
H. 2004).
The students of first year are in their transition stage where they face many
adjustment issues. Emotional adjustments, raised level of competition, anxiety
(Nivenitha, P., & Nagalakshmi, K. 2016), stress (Anand, U., & Sharma, M. P. 2014),
bullying, social stigma is few to name, hence it is very important to counsel them at the
right age. This study elucidates that adapting mindfulness in daily life will definitely
help them to tackle the difficult phase of life (De Vibe, M., Solhaug, I., Tyssen., Friborg.,
Rosenvinge, J. H., Sorlie, T., & Bjorndal, A. 2013).
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ABOUT THE AUTHORS

Sweta Saraff, Assistant Professor – Amity Institute of Psychology and Allied Sciences, Amity University Kolkata.
Akanksha Tiwari, Research Scholar – Amity Institute of Behavioral and Allied Sciences, Amity University
Gurgaon, Haryana

Prof. Rishipal, Professor Pedagogy – Dean Humanities and Applied Sciences, Shri Viswakarma Skill University,
Haryana

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