The relationship between mindfulness and learning engagement in Chinese university students: The serial mediating role of self-esteem and self-control

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-02-01 DOI:10.1016/j.lmot.2025.102097

Long Chen , Wen Chen , Yahua Cheng

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引用次数: 0

Abstract

Past studies have indicated a positive association between mindfulness and learning engagement. However, the potential psychological mechanisms underlying this relationship remain unclear. This study aimed to construct a serial mediation model to explore the mediating effects of self-esteem and self-control in the relationship between mindfulness and learning engagement. A sample of 589 undergraduates was surveyed on their mindfulness, self-esteem, self-control, and learning engagement through questionnaires to collect the concurrent data. The data were analyzed using SPSS 25.0 and AMOS 24.0. The structural equation modeling (SEM) approach revealed that mindfulness significantly predicted learning engagement. Additionally, self-esteem and self-control mediated the relationship between the two, both independently and serially. Thus, mindfulness affected learning engagement not only directly but also indirectly through the mediating roles of self-esteem and self-control. The findings have important implications for enhancing levels of mindfulness and promoting learning engagement among university students.

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中国大学生正念与学习投入的关系：自尊和自我控制的连续中介作用

过去的研究表明，正念和学习投入之间存在正相关。然而，这种关系背后的潜在心理机制尚不清楚。本研究旨在构建一个序列中介模型，探讨自尊和自我控制在正念与学习投入关系中的中介作用。采用问卷调查的方式，对589名大学生的正念、自尊、自我控制和学习投入进行了调查，以收集同期数据。采用SPSS 25.0和AMOS 24.0对数据进行分析。结构方程模型（SEM）方法显示，正念显著预测学习投入。此外，自尊和自我控制在两者的关系中起着独立和连续的中介作用。因此，正念不仅直接影响学习投入，而且通过自尊和自我控制的中介作用间接影响学习投入。这一发现对于提高大学生的正念水平和促进学习投入具有重要意义。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.