This phenomenological study explored the meaning of mindfulness in thedaily lives of university students. In-depth interviews were conducted withthree active students at UIN Salatiga to understand how mindfulness isperceived and experienced in the academic, emotional, and social contexts.Using descriptive-interpretative analysis based on Giorgi’s “whole–part–whole” method, five essential themes were identified: present-momentawareness, emotional self-regulation, self-acceptance, adaptive coping, andreflective growth. The findings reveal that mindfulness is not merely a stressmanagement technique but an existential and developmental process thatsimultaneously strengthens self-awareness, emotional resilience, andidentity development as an integrated outcome. Participants demonstratedthe ability to stay grounded in the present moment, consciously regulate theiremotions, and make decisions aligned with personal and social valuesreflecting the dynamic formation of their identity. This study underscores theimportance of developing mindfulness-based psychoeducational programswithin higher education to holistically support students’ mental well-being,self-understanding, and personal growth, including the process of identitydevelopment (PDF) Mindfulness in student life: A phenomenological study of self-awareness, emotional resilience, and identity development. Available from: https://www.researchgate.net/publication/397873529_Mindfulness_in_student_life_A_phenomenological_study_of_self-awareness_emotional_resilience_and_identity_development [accessed Dec 22 2025].
Authors: Ahmad Fadil, Amelia Zoraya, Lilik Sriyanti
DOI: 10.26486/psikologi.v28i1.4682
Publish Year: 2025
