The Impact of Mindfulness on Learning Engagement of College Students : The Mediating Role of Self-Concept Clarity, Academic Emotion and Attention Control

다국어 초록 (Multilingual Abstract)

Learning engagement is an effective observational indicator for measuring the quality of student learning, which has a significant impact on student development and growth, as well as a profound influence on the quality of education. However, due to the influence of the social environment, the impact of internet-based negative trends, and the temptations of online novels, electronic games, and short videos, the current situation of college students' learning engagement is not optimistic. Mindfulness involves shifting attention from unconscious mental activities to current experiences, and maintaining a curious, open, and accepting attitude towards these immediate experiences. Previous studies have shown that mindfulness is associated with many positive psychological outcomes, such as high well-being, low stress, and fewer negative emotions, and that an individual's level of mindfulness has a certain impact on learning engagement. However, the mechanism by which mindfulness affects learning engagement is not clear. According to the reperceiving and de-automatization models of mindfulness, mindfulness can enhance attention control and cognitive flexibility, and increase individuals' positive emotional experiences. Existing research has also found that self-concept clarity, academic emotion, and attention control are closely related to learning engagement. Therefore, this study examines the mechanism by which mindfulness affects learning engagement from three dimensions: self-mechanism, emotional mechanism, and cognitive mechanism, and explores the structural relationships among mindfulness, self-concept clarity, academic emotion, attention control, and learning engagement. This study, conducted in May 2024, used stratified random sampling to administer the Five Facet Mindfulness Questionnaire, Self-Concept Clarity Scale, Academic Emotion Scale, attention control Scale, and Learning Engagement Scale to 1,200 college students from eight universities in Zhejiang Province, China. A total of 1,026 valid questionnaires were collected, and the data were analyzed for correlation, direct effects, and mediating effects. The specific research results are as follows: First, mindfulness has a direct and significant positive impact on learning engagement. Second, mindfulness has a direct and significant positive impact on self-concept clarity, academic emotion, and attention　 control. Third, self-concept clarity, positive high-arousal academic emotions, and attention control all have a direct and significant positive impact on learning engagement. Fourth, self-concept clarity, positive high-arousal academic emotions, and attention control all mediate the relationship between mindfulness and learning engagement. The results of this study contribute to a better understanding of the impact of mindfulness as an individual's quasi-trait attribute on learning engagement, help to better understand the structural relationships among mindfulness, self-concept clarity, academic emotions, attentional control, and learning engagement, and identify key factors affecting learning engagement. They also provide a theoretical basis and practical guidance for formulating effective educational policies to improve college students' learning engagement levels and enhance the quality of higher education. Keywords: Mindfulness, Self-Concept Clarity, Academic Emotion, Attention Control, Learning Engagement, College Students

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 　1. Research Background and Necessity1
• 　2. Research Purpose6
• 　3. Research Questions 7
• Ⅱ. Theoretical Background 8
• 1. Theoretical Foundations 8
• 1) Positive Psychology Theory 8
• 2) Self-Determination Theory 10
• 2. Learning Engagement 12
• 1) Definition12
• 2) Dimensions17
• 3) Factors Influencing Learning Engagement 20
• 3. Mindfulness 27
• 1) Definition27
• 2) Dimensions 31
• 3) Mechanisms of Mindfulness 33
• 4) Applications of Mindfulness Research 40
• 4. Self-Concept Clarity42
• 1) Definition42
• 2) Functions of Self-Concept Clarity44
• 3) Factors Influencing Self-Concept Clarity 46
• 5. Academic Emotion 47
• 1) Definition47
• 2) Dimensions 50
• 3) Factors Influencing Academic Emotion 53
• 6. Attention Control56
• 1) Definition56
• 2) Dimensions 59
• 3) Research on Attention Control62
• 7. Relationships Between Variables 63
• Ⅲ. Methods72
• 1. Research Model and Hypothesis 72
• 2. Research Participants 74
• 3. Research Tools 76
• 4. Research Procedures82
• 5. Data Analysis83
• Ⅳ. Results 85
• 1. Descriptive Analysis85
• 2. Difference Analysis 86
• 3. Correlation Analysis 97
• 4. Validity Analysis98
• 5. Measurement Model Validation 115
• 6. Path Analysis 120
• 7. Hypothesis Testing126
• Ⅴ. Conclusion　and　Suggestions 128
• 1. Research Summary128
• 2. Discussion and Conclusion 130
• 3. Limitations and Suggestions 145
• References 146
• Appendix. Questionnaire180
• 국문초록189