Sumell, Albert J.Chiang, Eric P.Koch, Steven F.Mangeloja, EsaSun, JinPedussel Wu, Jennifer2022-10-102021-06Sumell, A.J., Chiang, E.P., Koch, S. et al. 2021,'A cultural comparison of mindfulness and student performance : evidence from university students in five countries', International Review of Economics Education, vol. 37, art. 100213, pp. 1-16, doi : 10.1016/j.iree.2021.100213.1477-3880 (online)10.1016/j.iree.2021.100213https://repository.up.ac.za/handle/2263/87608Societal and cultural norms are important in shaping how individuals live, study, and work. Of particular interest in recent research is the role of mindfulness, defined as the ability to focus on the present moment, and how it can impact cognitive function and productivity. This study examines the relationship between scholastic achievement and mindfulness among university students in China, Finland, Germany, South Africa, and the United States. Comparisons between countries with respect to self-reported measures of mindfulness, test anxiety levels, and phone usage are analyzed. These measures are used to determine whether mindfulness affects student performance in introductory economics classes. We provide evidence that a positive association between mindfulness levels and student performance exists, but the relationships vary significantly across countries.en© 2021 Elsevier Ltd. All rights reserved. Notice : this is the author’s version of a work that was accepted for publication in International Review of Economics Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. A definitive version was subsequently published in International Review of Economics Education, vol. 37, art. 100213, pp. 1-16, 2021. doi : 10.1016/j.iree.2021.100213.MindfulnessSelf-awarenessCultural comparisonsLearning outcomesPostprint Article