Mindfulness would enhance university students’emotional well-being and study engagement.However,the role of affect(positive and negative emotions)and psychological resources(psychological capital)linking mindfulness ...Mindfulness would enhance university students’emotional well-being and study engagement.However,the role of affect(positive and negative emotions)and psychological resources(psychological capital)linking mindfulness to study engagement remain underexplored.This cross-sectional study surveyed 688 Chinese university students(females=413,mean age=20.3,SD=0.83),using validated self-report measures of mindfulness,positive and negative emotions,psychological capital,and study engagement.Structural equation modeling and bias-corrected bootstrap analyses(5000 resamples)revealed that mindfulness directly enhanced positive emotions,psychological capital,and study engagement,while reducing negative emotions.Positive emotions partially mediated the positive effect of mindfulness on psychological capital and study engagement.Negative emotions partially and negatively mediated only the mindfulness-psychological capital link.Psychological capital independently mediated the mindfulness-engagement relationship,and two sequential mediation pathways emerged:(a)mindfulness→positive emotions→psychological capital→higher study engagement and(b)mindfulness→reduced negative emotions→psychological capital→higher study engagement.Consistent with broaden-and-build(B&B)theory and Conservation of Resources(COR)theory,these findings suggest that mindfulness fosters study engagement primarily by promoting positive emotional experiences and strengthening psychological capital.By implication,university student support programs should employ mindfulness-based interventions to cultivate emotional and psychological resources for higher students’engagement and overall well-being.展开更多
To examine the effect of future time perspective on middle school students’study engagement and explore the mediating role of motivation internalization and the moderating role of grit,we conducted a study in several...To examine the effect of future time perspective on middle school students’study engagement and explore the mediating role of motivation internalization and the moderating role of grit,we conducted a study in several middle schools.Six hundred sixty-four middle school students completed our measures.Results indicated that future time perspective positively predicted study engagement,and motivation internalization mediated the relationship between future time perspective and study engagement.It is also indicated that grit played a significant moderating role between motivation internalization and study engagement,with the effect of motivation internalization being stronger for low-grit students compared to high-grit students.These findings shed light on how to increase study engagement among middle school students.展开更多
文摘Mindfulness would enhance university students’emotional well-being and study engagement.However,the role of affect(positive and negative emotions)and psychological resources(psychological capital)linking mindfulness to study engagement remain underexplored.This cross-sectional study surveyed 688 Chinese university students(females=413,mean age=20.3,SD=0.83),using validated self-report measures of mindfulness,positive and negative emotions,psychological capital,and study engagement.Structural equation modeling and bias-corrected bootstrap analyses(5000 resamples)revealed that mindfulness directly enhanced positive emotions,psychological capital,and study engagement,while reducing negative emotions.Positive emotions partially mediated the positive effect of mindfulness on psychological capital and study engagement.Negative emotions partially and negatively mediated only the mindfulness-psychological capital link.Psychological capital independently mediated the mindfulness-engagement relationship,and two sequential mediation pathways emerged:(a)mindfulness→positive emotions→psychological capital→higher study engagement and(b)mindfulness→reduced negative emotions→psychological capital→higher study engagement.Consistent with broaden-and-build(B&B)theory and Conservation of Resources(COR)theory,these findings suggest that mindfulness fosters study engagement primarily by promoting positive emotional experiences and strengthening psychological capital.By implication,university student support programs should employ mindfulness-based interventions to cultivate emotional and psychological resources for higher students’engagement and overall well-being.
基金Qing Lan Project of Jiangsu UniversitiesNational Natural Science Foundation of China,Grant/Award Numbers:32100841,71974140Project of Philosophy and Social Science Research in Colleges and Universities in Jiangsu Province,Grant/Award Numbers:2019SJA1267,2020SJA1372。
文摘To examine the effect of future time perspective on middle school students’study engagement and explore the mediating role of motivation internalization and the moderating role of grit,we conducted a study in several middle schools.Six hundred sixty-four middle school students completed our measures.Results indicated that future time perspective positively predicted study engagement,and motivation internalization mediated the relationship between future time perspective and study engagement.It is also indicated that grit played a significant moderating role between motivation internalization and study engagement,with the effect of motivation internalization being stronger for low-grit students compared to high-grit students.These findings shed light on how to increase study engagement among middle school students.
