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Benefits of Mindfulness in Academic Settings: Trait Mindfulness Has Incremental Validity Over Motivational Factors in Predicting Academic Affect, Cognition, and Behavior by Yuji Kuroda; Osamu Yamakawa; Masayuki Ito is a Psychology article available to read on EtoBox.

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## Abstract ## Background Achievement motivation research has established that motivational factors predict academic affect, cognition, and behavior. Recent studies have shown that trait mindfulness might also predict these academic outcomes. However, it remains unclear whether trait mindfulness has incremental validity over motivational factors. We hypothesized that trait mindfulness would explain unique variance in academic outcomes beyond motivational factors, because mindfulness that is characterized by the being mode of mind (i.e., a present-focused, non-striving, and accepting mind mode) would contribute to academic outcomes through unique and effective self-regulatory processes (i.e., bottom-up self-regulation of learning and present-focused, acceptance-based self-regulation of academic stress), which differ from those (i.e., top-down self-regulation of learning and future-focused, change-oriented self-regulation of academic stress) promoted by motivational factors that are characterized by the doing mode of mind (i.e., a goal-oriented, striving, and change-seeking mind mode). We tested the hypothesis by examining four established motivational factors (competence perception,

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Author

Yuji Kuroda; Osamu Yamakawa; Masayuki Ito

Publisher

Springer Science and Business Media LLC

Published

2022

Language

EN

Field

Psychology (Social Sciences)