Mindful Attention Awareness and Perceived Stress Among Malaysian Undergraduates: A Cross-Sectional Study

Abstract

University students commonly encounter academic, financial and social pressures that may affect psychological well-being. Mindfulness may shape how students appraise and respond to these demands. This cross-sectional quantitative study assessed perceived stress and mindful attention awareness and examined their relationship among undergraduates at a Malaysian private university. A total of 270 students completed an online questionnaire comprising sociodemographic items, the 10-item Perceived Stress Scale (PSS-10), and the 15-item Mindful Attention Awareness Scale (MAAS). Data were analysed using descriptive statistics, independent-samples t tests, one-way analysis of variance, Pearson correlation and simple linear regression. Mean perceived stress was 22.70 (SD = 4.29), indicating a moderate level, while mean MAAS score was 3.09 (SD = 0.81). Stress differed significantly by gender (t = - 3.79, p < .001), whereas MAAS scores did not (t = 0.96, p = .337). Both stress, F(3, 266) = 4.35, p = .005, and MAAS scores, F(3, 266) = 16.99, p < .001, differed across years of study. The MAAS scoring specification was rechecked against the original instrument: because its negatively worded items are rated from 1 (almost always) to 6 (almost never), no item reversal is required and higher mean scores indicate greater mindful attention awareness. The verifieddirection MAAS score was positively correlated with stress (r = .33, p < .001) and explained 11% of its variance (R² = .11). Although this direction differs from the usual theoretical expectation, it should be interpreted as a sample-specific association rather than a causal effect. Universities should combine accessible mindfulness-informed support with broader academic and counselling interventions tailored to student groups experiencing greater stress.