‘Letting go’ and flourishing in study: An investigation of the indirect relationship between nonattachment and grades via psychological wellbeing

Abstract Recent research has indicated that the Buddhist construct of nonattachment is associated with greater psychological wellbeing (i.e., flourishing). It has also been found that flourishing contributes to greater academic success. In a multidisciplinary first year undergraduate sample (N = 389) the current study provided the first evidence that higher levels of nonattachment were weakly indirectly associated with higher grades via the flourishing facets of environmental mastery and personal growth. Contrary to expectations, nonattachment was directly associated with lower grades and was also indirectly associated with lower grades due to a negative relationship between the flourishing facet of positive relationships and grades. The findings therefore suggest that nonattachment may help to facilitate perspectives that contribute to academic success. While further research is required, nonattachment may also concurrently reduce a focus on grades, potentially encouraging some students to pursue challenging courses where their grades may not be as high.