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A Structural Relationship among Mindfulness, Self-Concept Clarity and Learning Engagement

Author(s)

Qingya Xu

Affiliation(s)

Zhejiang Shuren University, Hangzhou, Zhejiang, China

Abstract

This research examines the structural relationship among mindfulness practices, clarity of self-concept, and learning engagement. Focusing on Chinese college students as the subjects, this research adopted a stratified random sampling method and administered the Five-Factor Mindfulness Questionnaire, the Self-Concept Clarity Scale, and the Learning Engagement Scale to 420 college students across four universities. Statistical findings demonstrated significant bidirectional positive associations between mindfulness and both learning engagement and self-concept clarity. Furthermore, the research identified self-concept clarity as playing a partial mediating role in the connection between mindfulness and learning engagement. These results elucidate how mindfulness enhances learning engagement through strengthening self-concept clarity. Such evidence offers valuable guidance for teaching practitioners to enhance student involvement and elevate instructional effectiveness.

Keywords

Mindfulness; Self-Concept Clarity; Learning Engagement; College Students

References

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