Внимательность, академическая компетентность и академическая самоэффективность: перекрестное исследование

Целью данного исследования было изучение связи между осознанностью и академической компетентностью среди иностранных студентов в Китае. Помимо этого, исследование также рассматривало возможную посредническую роль академической самоэффективности в этом контексте. Иностранным студентам в Китае (n=476) предложили заполненить шкалу осознанного внимания (MAAS), шкалу академической самоэффективности (ASES) и подшкалу компетентности «Инвентарь позитивного развития молодежи» (PYDI). Результаты показали, что осознанность положительно коррелирует с академической самоэффективностью и академической компетентностью. В дополнение к этому результаты показали, что модель хорошо отражает данные – академическая самоэффективность играет частичную посредническую роль в связи между осознанностью и академической компетентностью. Результаты исследования способствуют лучшему пониманию взаимосвязи между осознанностью, академической компетентностью и психологическими аспектами академической самоэффективности. В дополнении даны ценные рекомендации для разработки стратегических мероприятий, направленных на продвижение академической успеваемости среди целевой аудитории.

1. Aldbyani A. et al. Dispositional mindfulness associated with less academic burnout among Muslim students during the COVID-19 pandemic. South African Journal of Education, 2023. Vol. 43(3), p. 7. DOI:10.15700/saje.v43n3a2231
2. Aldbyani A. The academic/well-being benefits of mindfulness among Muslims: A study of Yemen and Egypt college students. Shandong Normal University, 2023.
3. Aldbyani A., Al-Abyadh M.H.A. The Effect of Mindfulness Meditation on Academic Burnout and Perceived Stress among Muslim Students: A Quasi-experimental Approach‏. Islamic Guidance and Counseling Journal, 2023. Vol. 6(1), p. 152– DOI:10.25217/igcj.v6i1.3467
4. Allen J.G., Romate J., Rajkumar E. Mindfulness-based positive psychology interventions: a systematic review. BMC psychology, 2021. Vol. 9(1), p. 1– DOI:10.1186/s40359-021-00618-2
5. Bakosh L.S. et al. Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 2016. Vol. 7, p. 59– DOI:10.1007/s12671-015-0387-6
6. Bandura A. Self-efficacy: The foundation of agency. Control of human behavior, mental processes, and consciousness: Essays in honor of the 60th birthday of August Flammer, 2000. 16 p.
7. Bandura A., Wessels S. Self-efficacy. Vol. 4. 1994: na.
8. Bauer C.C.C. et al. Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behav Neurosci, 2019. Vol. 133(6), p. 569– DOI:10.1037/bne0000337
9. Beauchemin J., Hutchins T.L., Patterson F. Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary health practice review, 2008. Vol. 13(1), p. 34– DOI:10.1177/1533210107311624
10. Bennett R.I. et al. Mindfulness as an intervention for recalling information from a lecture as a measure of academic performance in higher education: a randomized experiment. Higher Education for the Future, 2018. Vol. 5(1), p. 75– DOI:10.1177/2347631117738649
11. Brausch B.D. The role of mindfulness in academic stress, self-efficacy, and achievement in college students. 2011.
12. Brown K.W. et al. Mindfulness enhances episodic memory performance: Evidence from a multimethod investigation. PloS one, 2016. Vol. 11(4), p. e0153309. DOI:10.1371/journal.pone.0153309
13. Brown K.W., Ryan R.M. Mindful attention awareness scale. Journal of Personality and Social Psychology, 2003. DOI:10.1037/t04259-000
14. Brown K.W., Ryan R.M. The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology, 2003. Vol. 84(4), p. 822. DOI:10.1037/0022-3514.84.4.822
15. Caballero C. et al. Greater Mindfulness is Associated With Better Academic Achievement in Middle School. Mind, Brain, and Education, 2019. Vol. 13(3), p. 157– DOI:10.1111/mbe.12200
16. Calin M.F., Ginara D.M. The effects of mindfulness practices on well-being. Technium Soc. Sci. J., 2023. Vol. 46, p. 268.
17. Calma-Birling D., Gurung R.A. Does a brief mindfulness intervention impact quiz performance? Psychology Learning & Teaching, 2017. Vol. 16(3), p. 323– DOI:10.1177/1475725717712785
18. Carmody J., Baer R.A. Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of behavioral medicine, 2008. Vol. 31, p. 23– DOI:10.1007/s10865-007-9130-7
19. Cassidy S. Resilience Building in Students: The Role of Academic Self-Efficacy. Front Psychol, 2015. Vol. 6, p. 1781. DOI:10.3389/fpsyg.2015.01781
20. Castellanos-Páez V. et al. Explanatory model of academic performance from self-efficacy and behavior problems. Revista Colombiana de Psicología, 2017. Vol. 26(1), p. 149– DOI:10.15446/rcp.v26n1.56221
21. Chambers R., Lo B.C.Y., Allen N.B. The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognitive therapy and research, 2008. Vol. 32, p. 303– DOI:10.1007/s10608-007-9119-0
22. Chan D., Woollacott M. Effects of level of meditation experience on attentional focus: is the efficiency of executive or orientation networks improved? The Journal of Alternative and Complementary Medicine, 2007. Vol. 13(6), p. 651– DOI:10.1089/acm.2007.7022
23. Chan H.W. et al. Exploring the potential common psychotherapeutic factors: use of cognitive behavioural therapy, mindful yoga and positive psychology in enhancing the well‐being of students with SENs in Hong Kong. Journal of Research in Special Educational Needs, 2023.
24. Chandna S., Sharma P., Moosath H. The Mindful Self: Exploring Mindfulness in Relation with Self-esteem and Self-efficacy in Indian Population. Psychol Stud (Mysore), 2022. Vol. 67(2), p. 261– DOI:10.1007/s12646-021-00636-5
25. Chang V.Y. et al. The effects of a mindfulness‐based stress reduction program on stress, mindfulness self‐efficacy, and positive states of mind. Stress and Health: Journal of the International Society for the Investigation of Stress, 2004. Vol. 20(3), p. 141– DOI:10.1002/smi.1011
26. Coleman R. The presents of the present: Mindfulness, time and structures of feeling. Distinktion: Journal of Social Theory, 2022. Vol. 23(1), p. 131–
27. Derakshan N., Eysenck M.W. Anxiety, processing efficiency, and cognitive performance: New developments from attentional control theory. European Psychologist, 2009. Vol. 14(2), p. 168– DOI:10.1027/1016-9040.14.2.168
28. Deshmukh K., Dighe A., Raje H. Impact of mindfulness-based programs on reducing stress and enhancing academic performance in college students. 2023. DOI:10.58414/SCIENTIFICTEMPER.2023.14.4.59
29. Docksai R. A mindful approach to learning. The futurist, 2013. Vol. 47(5), p. 8.
30. Dundas I. et al. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study. J College Stud Psychother, 2016. Vol. 30(2), p. 114– DOI:10.1080/87568225.2016.1140988
31. Elias S.M., MacDonald S. Using past performance, proxy efficacy, and academic self‐efficacy to predict college performance. Journal of Applied Social Psychology, 2007. Vol. 37(11), p. 2518– DOI:10.1111/j.1559-1816.2007.00268.x
32. Firth A.M. et al. Mindfulness and self-efficacy in pain perception, stress and academic performance. The influence of mindfulness on cognitive processes. Psychol Res Behav Manag, 2019. Vol. 12, p. 565– DOI:10.2147/PRBM.S206666
33. Germer C., Siegel R.D., Fulton P.R. Mindfulness and psychotherapy. Guilford Publications, 2016.
34. Grow J.C. et al. Enactment of home practice following mindfulness-based relapse prevention and its association with substance-use outcomes. Addict Behav, 2015. Vol. 40, p. 16– DOI:10.1016/j.addbeh.2014.07.030
35. Hanh T.N. Transformation and healing: Sutra on the four establishments of mindfulness. Vol. 16. 2008. ReadHowYouWant. com.
36. Hasker S.M. Evaluation of the mindfulness-acceptance-commitment (MAC) approach for enhancing athletic performance. Indiana University of Pennsylvania, 2010.
37. Heshmati R., Pellerone M. Relationship of dispositional mindfulness, self-destruction and self-criticism in academic performance of boy students. Mediterranean Journal of Clinical Psychology, 2018. Vol. 6(3). DOI:10.6092/2282-1619/2018.6.1716
38. Hosseinzadeh Z., Sayadi M., Orazani N. The mediating role of mindfulness in the relationship between self-efficacy and early maladaptive schemas among university students. Current Psychology, 2021. Vol. 40(12), p. 5888– DOI:10.1007/s12144-019-00487-4
39. Keye M.D., Pidgeon A.M. Investigation of the relationship between resilience, mindfulness, and academic self-efficacy. Open Journal of Social Sciences, 2013. Vol. 1(6), p. 1– DOI:10.4236/jss.2013.16001
40. LaBerge D. Attentional processing: The brain’s art of mindfulness. Harvard University Press, 1995.
41. Langer E.J., Ngnoumen C.T. Mindfulness in Positive psychology. Routledge, 2017, p. 95–
42. Latorre C. et al. The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training. Training and Education in Professional Psychology, 2023. Vol. 17(2), p. 213. DOI:10.1037/tep0000395
43. Lin J.W., Mai L.J. Impact of mindfulness meditation intervention on academic performance. Innovations in Education and Teaching International, Vol. 55(3), p. 366–375. DOI:10.1080/14703297.2016.1231617
44. López González L. et al. Hábitos relacionados con la relajación y la atención plena (mindfulness) en estudiantes de secundaria: influencia en el clima de aula y el rendimiento académico. DOI:10.1387/RevPsicodidact.13866
45. McCloskey L.E. Mindfulness as an intervention for improving academic success among students with executive functioning disorders. Procedia-Social and Behavioral Sciences, Vol. 174, p. 221–226. DOI:10.1016/j.sbspro.2015.01.650
46. Mettler J. et al. Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of school psychology, 2023. Vol. 97, p. 43– DOI:10.1016/j.jsp.2022.10.007
47. Miralles-Armenteros S. et al. Mindfulness and academic performance: The role of compassion and engagement. Innovations in Education and Teaching International, 2019. Vol. 58(1), p. 3– DOI:10.1080/14703297.2019.1676284
48. Montalto J. The Effects Of Mindfulness On Stress Reduction And Academic Performance In Students Studying Health Sciences. 2023.
49. Moore A. et al. Regular, brief mindfulness meditation practice improves electrophysiological markers of attentional control. Front Hum Neurosci, 2012. Vol. 6, p. 18. DOI:10.3389/fnhum.2012.00018
50. Moore A., Malinowski P. Meditation, mindfulness and cognitive flexibility. Conscious Cogn, 2009. Vol. 18(1), p. 176–1 DOI:10.1016/j.concog.2008.12.008
51. Mrazek M.D. et al. Mindfulness in education: Enhancing academic achievement and student well-being by reducing mind-wandering, in Mindfulness in social psychology. Routledge, 2017, p. 139–
52. Mrazek M.D. et al. Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological science, 2013. Vol. 24(5), p. 776– DOI:10.1177/0956797612459659
53. Napoli M., Krech P.R., Holley L.C. Mindfulness training for elementary school students: The attention academy. Journal of applied school psychology, 2005. Vol. 21(1), p. 99– DOI:10.1300/J370v21n01_05
54. Napora L. The impact of classroom-based meditation practice on cognitive engagement, mindfulness and academic performance of undergraduate college students. State University of New York at Buffalo, 2013.
55. Özsoy D., Toksöz İ., Dindar M.D. Examinatıon Of Mindfulness-Based Self-Efficacy Of Students Studying In Sports Sciences. JETT, 2022. Vol. 13, p. 483– DOI:10.47750/jett.2022.13.05.049
56. Pan B. et al. The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy. Frontiers in psychology, 2022. Vol. 13, p. 973103. DOI:10.3389/fpsyg.2022.973103
57. Ramsburg J.T., Youmans R.J. Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 2014. Vol. 5, p. 431– DOI:10.1007/s12671-013-0199-5
58. Reyes Cruz M.d.R., Gutiérrez Arceo J.M. Sentido de autoeficacia en investigación de estudiantes de posgrado. Sinéctica, 2015. Vol. 45, p. 1–
59. Richardson M., Abraham C., Bond R. Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychol Bull, 2012. Vol. 138(2), p. 353–3 DOI:10.1037/a0026838
60. Sagone E., De Caroli M.E. Locus of control and academic self-efficacy in university students: the effects of Self-concepts. Procedia-Social and behavioral sciences, 2014. Vol. 114, p. 222– DOI:10.1016/j.sbspro.2013.12.689
61. Schonert-Reichl K.A., Roeser R.W. Handbook of mindfulness in education: Integrating theory and research into practice. Springer, 2016.
62. Shapiro S.L. et al. The moderation of mindfulness‐based stress reduction effects by trait mindfulness: results from a randomized controlled trial. Journal of clinical psychology, 2011. Vol. 67(3), p. 267–
63. Sharma P.K., Kumra R. Relationship between mindfulness, depression, anxiety and stress: Mediating role of self-efficacy. Personality and Individual Differences, 2022. Vol. 186, p. 111363.
64. Shorey R.C. et al. The relationship between dispositional mindfulness, borderline personality features, and suicidal ideation in a sample of women in residential substance use treatment. Psychiatry Res, 2016. Vol. 238, p. 122– DOI:10.1016/j.psychres.2016.02.040
65. Siegel D. The science of mindfulness. Shambhala Sun, 2010. Vol. 18(4), p. 66–
66. Siegel R.D. The mindfulness solution: Everyday practices for everyday problems. 2009: Guilford Press.
67. Smalley S.L., Winston D. Fully present: The science, art, and practice of mindfulness. Hachette Go, 2022.
68. Steinmayr R. et al. Academic achievement. Oxford University Press Oxford, UK, 2014.
69. Steinmayr R. et al. School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement. Front Psychol, Vol. 9, p. 2631. DOI:10.3389/fpsyg.2018.02631
70. Sürücü L., Şeşen H., Maslakçı A. Regression, Mediation/Moderation, and Structural Equation Modeling with SPSS, AMOS, and PROCESS Macro. 2023: Livre de Lyon.
71. Thierry K.L. et al. Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 2016. Vol. 27(6), p. 805– DOI:10.1080/10409289.2016.1141616
72. Thompson R.W., Arnkoff D.B., Glass C.R. Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence, & Abuse, 2011. Vol. 12(4), p. 220– DOI:10.1177/1524838011416375
73. Voica C., Singer F.M., Stan E. How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 2020. Vol. 105, p. 487–
74. Vorontsova-Wenger O. et al. Short mindfulness-based intervention for psychological and academic outcomes among university students. Anxiety Stress Coping, 2022. Vol. 35(2), p. 141– DOI:10.1080/10615806.2021.1931143
75. Wang C.-H., Shannon D.M., Ross M.E. Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 2013. Vol. 34(3), p. 302– DOI:10.1080/01587919.2013.835779
76. Weissbecker I. et al. Mindfulness-based stress reduction and sense of coherence among women with fibromyalgia. Journal of Clinical Psychology in Medical Settings, 2002. Vol. 9(4), p. 297– DOI:10.1023/a:1020786917988
77. Williams D. Examining the Impact Mindfulness Meditation on Measures of Mindfulness, Academic Self–Efficacy, and GPA in Online and On–Ground Learning Environments. Journal of Transformative Learning, 2020. Vol. 7(2), p. 71–
78. Yilmaz E.B. Mindfulness-Based Interventions to Improve Academic Achievement. Journal of Nursing Education, 2023. Vol. 62(2), p. e1-e1.
79. Zenner C., Herrnleben-Kurz S., Walach H. Mindfulness-based interventions in schools-a systematic review and meta-analysis. Front Psychol, 2014. Vol. 5, p. 603. DOI:10.3389/fpsyg.2014.00603