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

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.