Mindfulness as a Mediating Variable to Confront Digital Distraction and Test Anxiety, and Enhance Academic Well-being among University Students: A Fundamental Analytical Vision

Abstract

This study explores the effectiveness of mindfulness as a psychological mechanism to confront digital distraction and test anxiety, while enhancing academic well-being and achievement motivation among university students. Using a descriptive-analytical approach, the research establishes a theoretical framework for the interactions between these variables, highlighting mindfulness as a protective shield and a "mediating variable" that restores attentional control. The findings indicate that digital distraction acts as a primary predictor of increased test anxiety due to cognitive load. Conversely, mindfulness practices strengthen internal locus of control and cognitive regulation, transforming potential failure-avoidance into proactive academic persistence. The study proposes an integrated training program focused on digital awareness, attentional control, and physiological regulation to foster a resilient academic environment.