The Effect of Mindfulness Training on Academic Motivation, Cognitive Flexibility and Attribution Styles in Students

Document Type : Research Paper

Abstract

Introduction: The study of students' motivational and cognitive aspects provides important insights into how they interact in the educational environment, serving as a resource for planning strategies to reduce their psychological and academic problems. One of the basic psychological variables that drives students to learn and achieve academic success is motivation (Griffin, 2016). Academic motivation fosters internal active learning and influences the meaning and cognitive activities associated with the learning process (Finch et al., 2024). Attribution theory, which explains how people understand and interpret events, is relevant to academic behaviors (Weiner, 1979). This theory suggests that personal and environmental experiences, such as social norms and prior knowledge, can affect attribution types. Cognitive flexibility, another cognitive construct, enhances motivation and optimism (Cardom, 2016). Individuals with cognitive flexibility effectively solve problems in challenging situations. Mindfulness has been linked to positive psychology variables, with interventions shown to improve outcomes like hope, optimism, motivation, and academic performance (Shute, 2019). Over the past two decades, mindfulness programs have increased in schools (Ergas, 2019). Despite this, few studies have examined mindfulness training's impact on attribution styles, cognitive flexibility, and motivation in Iran. Therefore, this study investigates the effect of mindfulness training on these variables in adolescent students.
Method: This study employed a quasi-experimental design with a pre-test and post-test structure, including a control group. The research population consisted of all eighth-grade female students at the first stage high school in Hamedan during the 2023-2024 academic year. Available sampling was used to select the sample, which was divided into experimental (21 students) and control (21 students) groups. All intervention processes were conducted by one of the researchers in school classrooms. The research tools included the Attributional Style Questionnaire (Peterson & Seligman, 1984), the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and the Academic Motivation Scale (Vallerand et al., 1992). Ethical considerations included voluntary participation, the right to withdraw from the intervention at any time, and the principles of confidentiality and privacy of information. In the pre-test phase, both groups completed the questionnaires. The experimental group then received mindfulness training adapted for children and adolescents in eight one-hour sessions, while the control group did not. Both groups completed the questionnaires again in the post-test phase.
Results: Descriptive indicators such as mean and standard deviation were used to describe the data, and multivariate analysis of covariance was employed to test the research hypotheses. The analysis revealed that mindfulness training had a significant effect on enhancing students' academic motivation (F = 43.84, p < 0.01). The mean academic motivation scores of the students in the experimental group increased significantly in the post-test compared to the control group. Mindfulness also significantly improved cognitive flexibility (F = 5.97, p < 0.05), as evidenced by higher mean cognitive flexibility scores in the experimental group. Additionally, mindfulness significantly reduced negative attribution styles (F = 32.37, p < 0.01) and increased positive attribution styles (F = 7.71, p < 0.01) in the experimental group.
Discussion and Conclusion: This study aimed to examine the effect of mindfulness training on attribution styles, cognitive flexibility, and academic motivation among female junior high school students. Mindfulness focuses on the present, enhancing learners' motivation without stress (Hafenbrack & Vohs, 2018). By teaching individuals to be aware of the present and not focus on the past or future, mindfulness reduces habitual thinking and increases mental flexibility. The results indicate that mindfulness training made students more aware of their thoughts and emotions, teaching them new ways to manage challenges. This was effective in improving their academic motivation, mental flexibility, and attribution styles. Given its effectiveness, it is suggested that mindfulness training workshops be held continuously to familiarize counselors with mindfulness and implement it effectively in schools.
 
 

Keywords

Main Subjects

References

Abbasi, L., & Akhlaghi-Fard, M. (2021). The effectiveness of mindfulness training on ego-strength and meta-cognitive beliefs of students. Journal of Social Sciences and Humanities Research, 9(01), 12-26.  https://doi.org/10.24200/jsshr.vol9iss01pp12-26
Ager, K., Albrecht, N. & Cohen, M. (2015) Mindfulness in schools research project: Exploring students’ perspectives of mindfulness-what are students’ perspectives of learning mindfulness practices at school? Psychology, 6(7), 896–914. https://doi.org/10.4236/psych.2015.67088.
Alomari H (2023) Mindfulness and its relationship to academic achievement among university students. Frontiers in Education. https://doi:10.3389/feduc.2023.1179584
Aydın Sünbül, Z. (2020). Mindfulness, positive affection and cognitive flexibility as antecedents of trait resilience. Studia Psychologica, 62(4), 277–290. https://doi.org/10.31577/sp.2020.04.805
Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016) Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6
Brown, K. W., & Ryan, R. M. (2015). A self‐determination theory perspective on fostering healthy self‐regulation from within and without. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (139-158). https://doi.org/10.1002/9781118996874.ch9
Burdick, D. E. (2014/1400). Mindfulness skills for kids and teens. Translated by Gholamreza Monshei , Muslim Asli-Azad , Laleh Hosseini, Parinaz Tayebinaiini. Isfahan: Publications of Islamic Azad University, Isfahan Branch (Khoresgan). [In Persian]
Cardom, R. D. (2016). The mediating role of cognitive flexibility on the relationship between cross-race interactions and psychological well-being (Doctoral disserta-tion). Retrieved from https://uknowledge.uky.edu/edp_etds/50
Corti, L., & Gelati, C. (2020). Mindfulness and coaching to improve learning abilities in university students: A pilot study. International Journal of Environmental Research and Public Health, 17(6), 1935.  https://doi.org/10.3390/ijerph17061935
Crane, C., Ganguli, P., Ball, S., Taylor. L., Blakemore, S-J., Byford, S., Dalglish, T., Ford, T., Greenberg, M., Kuyken, W., Lord, L., Montero-Marin, J., Sonly, A., Ukoumunne, O. C., & Williams, J. M. G. (2020). Training school teachers to deliver a mindfulness program: exploring scalability, acceptability, effectiveness, and cost-effectiveness. Global Advances in Health and Medicine, 9, 1-15.  https://doi.org/10.1177/2164956120964738
Daneii, P., Sarmadi, V., Mahmoudi, N., Moaveni, A. K., Mohammad Alizadeh, F., Neshat, S., & Shahsanaee, A. (2022). Assessment of the attributional styles of high- and low-grade point medical students at Isfahan University of Medical Sciences: A cross-sectional and descriptive study. Journal of Health Sciences & Surveillance System, 10(2), 229-232.  https://doi.org/10.30476/jhsss.2021.91891.1249
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research, 34, 241-253. https://doi.org/10.1007/s10608-009-9276-4
Devcich, D.A., Rix, G., & Bernay, R., & Graham, E. (2017). Effectiveness of a mindfulness-based program on school children’s self-reported well-being: A pilot study comparing effects with an emotional literacy program. Journal of Applied School Psychology, 33(2), 309–30. https://doi.org/10.1080/15377903.2017.1316333
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://www.annualreviews.org/doi/full/10.1146/annurev-psych-113011-143750
Donald, J. N., Bradshaw, E. L., Ryan, R. M., Basarkod, G., Ciarrochi, J., Duineveld, J. J., Guo, J., & Sahdra, B. K. (2020). Mindfulness and its association with varied types of motivation: A systematic review and meta-analysis using self-determination theory. Personality and Social Psychology Bulletin, 46(7), 1121-1138. https://doi.org/10.1177/0146167219896136
Dong, X., Du, X., & Qi, B. (2016). Conceptual knowledge influences decision making differently in individuals with high or low cognitive flexibility: An ERP study. PLoS One, 11(8), e0158875. https://doi.org/10.1371/journal.pone.0158875
Drigas, A., & Mitsea, E. (2020). A metacognition based 8 pillars mindfulness model and training strategies. International Journal of Recent Contributions from Engineering, Science & IT, 8(4), 4-17. https://doi.org/10.3991/ijes.v8i4.17419
Engl, F. (2022). Causal responsibility attribution: Theory and experimental evidence. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4212062
Ergas, O. (2019). Mindfulness in, as and of education: Three roles of mindfulness in education. Journal of Philosophy of Education, 53(2), 340–358. https://doi.org/10.1111/1467-9752.12349
Ergas, O., & Hadar, L. L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017. Review of Education, 7(3), 757–797. https://doi.org/10.1002/rev3.3169
Erol, Y. C., & Turhan, M. (2018). The relationship between parental involvement to education of students and student’s engagement to school. International Online Journal of Educational Sciences, 10(5), 260-281. https://doi.org/10.15345/iojes.2018.05.017
Filipe, M. G., Magalhães, S., Veloso, A. S., Costa, A. F., Ribeiro, L., Araújo, P., Castro, S. L., & Limpo, T. (2021). Exploring the effects of meditation techniques used by mindfulness-based programs on children’s cognitive, social-emotional, and academic skills: A systematic review. Frontiers in Psycholology. 12:660650. https://doi.org/10.3389/fpsyg.2021.660650
Finch, J. E., Saavedra, A., & Obradović, J. (2024). Academic motivation and self-regulated classroom behaviors in middle childhood: Moderation by parental education. Journal of Child and Family Studies, 33(5), 1451–1465. https://doi.org/10.1007/s10826-023-02666-1
Gholamali Lavasani, M. G., Weisani, M., & Ejei, J. (2011). The role of achievement goals, academic motivation, and learning strategies in statistics anxiety: Testing a causal model. Procedia-Social and Behavioral Sciences, 15, 1881-1886. https://doi.org/10.1016/j.sbspro.2011.04.020. 
Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101861. https://doi.org/10.1016/j.cedpsych.2020.101861
Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116–125. https://doi.org/10.1016/j.stueduc.2016.10.007.
Gutierrez-Serrano, G., Romo, L. F., & Chagolla, D. (2023). Latina first-generation college students’ motivation to persist: An attribution theory and self-determination theory perspective. Journal of Latinos and Education, 22(5), 2164-2177. https://doi.org/10.1080/15348431.2022.2096611
Hafenbrack, A. C., & Vohs, K. D. (2018). Mindfulness meditation impairs task motivation but not performance. Organizational Behavior and Human Decision Processes, 147, 1–15. https://doi.org/10.1016/j.obhdp.2018.05.001
Haji Aghayi, M., Mahmoudi, A., & Hosseini Nik, S. S. (2023). Predicting the level of academic stress using iIneffective attitudes and spontaneous thoughts with the mediation of mindfulness in students. Journal of Adolescent and Youth Psychological Studies (JAYPS), 4(9), 32-46.
Hakimzadeh, R., Rouhi, M., & Moghadamzadeh, A. (2023). Lecturers' teaching style and students' motivation and academic engagement in online learning environment. Journal of Higher Education Curriculum Studies, 14(27), 69-110. https://doi:10.22034/hecs.2023.177044  [In Persian]
Hartkamp, M., & Thornton, I. M. (2017). Meditation, cognitive flexibility and well-being. Journal of Cognitive Enhancement, 1(2), 182-196. https://doi.org/10.1007/s41465-017-0026-3
Hattie, J., Hodis, F. A., & Kang, S. H. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865. https://doi.org/10.1016/j.cedpsych.2020.101865
Heidari, S., Maktabi, G., & Shehni Yailagh, M. (2012). The comparison of attribution styles and self-handicapping of successful and unsuccessful female high school students in Ahvaz, controlling for intelligence. Psychological Achievements, 19(1), 43-62. https://psychac.scu.ac.ir/article_11732_en.html [In Persian].
Hj Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12. https://doi.org/10.3390/bs8010012
Ho, R. Y. F., Zhang, D., Chan, S. K. C., Gao, T. T., Lee, E. K. P., Lo, H. H. M., Au Yeung, P. Lai, K. Y. C., Bögels, S. M., de Bruin, E. I., & Wong, S. Y. S. (2021). Brief report: Mindfulness training for Chinese adolescents with Autism Spectrum Disorder and their parents in Hong Kong. Journal of Autism & Developmental Disorders, 11, 4147–4159. https://doi.org/10.1007/s10803-020-04729-4
Hoseini, L., & Manshaee, G. R. (2018). The effectiveness of child-centered mindfulness training on social adjustment and depression symptoms in depressed children. Psychology of Exceptional Individuals, 8(29), 179-200. Doi: 10.22054/jpe.2018.26467.1655 [In Persian]
Houston, D. M. (2016). Revisiting the relationship between attributional style and academic performance. Journal of Applied Social Psychology, 46(3), 192–200. https://doi.org/10.1111/jasp.12356
Ibrahim, F., Göddertz, D., & Herzberg, P.Y. (2022). An experimental study of the non-self-serving attributional bias within the impostor phenomenon and its relation to the fixed mindset. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. Advance online publication, 42, 26440–26449. https://doi.org/10.1007/s12144-022-03486-0
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., & Greenberg, M. T. (2017). Impacts of the CARE for teachers' program on teachers’ social and emotional competence and classroom interactions, Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
Lahak, A., & Asadi, J. (2021). The effectiveness of mindfulness training on attention and aggression in children less than 12 years old. Social Psychology Research, 10(40), 1-20. https://doi: 10.22034/spr.2021.127711 [In Persian].
Lehto, J. E., & Elorinne, E. (2003). Gambling as an executive function task. Applied Neuropsychology, 10(4), 234-238. https://doi.org/10.1207/s15324826an1004_5
Li, Y., Liu, F., Zhang, Q., Liu, X., & Wei, P. (2018). The effect of mindfulness training on proactive and reactive cognitive control. Frontiers in Psychology, 9: 1002. https://doi.org/10.3389/fpsyg.2018.01002
Liu, C., & Bates, T. C. (2014). The structure of attributional style: Cognitive styles and optimism–pessimism bias in the attribution style questionnaire. Personality and Individual Differences, 66(10), 79-85. https://doi.org/10.1016/j.paid.2014.03.022
Liu, M. T., Wang, F., & Peng, K. (2017). The depressive attribution style is not that depressive for buddhists. Frontiers in Psychology, 8, 1003-1010. https://doi.org/10.3389/fpsyg.2017.01003
Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76, 623–626. https://doi.org/10.2466/pr0.1995.76.2.623
McMahon, G., Creaven, A. M., & Gallagher, S. (2020). Stressful life events and adolescent well-being: The role of parent and peer relationships. Stress and Health, 36(3), 299–310. https://doi.org/10.1002/ smi.2923
Mollaei, F., Hejazi, M., Yosefi Afrashteh, M., & Morovvati, Z. (2020). Mediating role of cognitive flexibility on relation of academic optimism, with academic vitality, among high school girl students of Zanjan. Education Strategies in Medical Sciences (ESMS), 13 (1), 43-52. http://edcbmj.ir/article-1-2103-fa.html [In Persian]
Moosavian, Z., Mohammadi, M., Sarlak, N., & Ghodrat, G. (2023). The effectiveness of mindfulness-based cognitive therapy on attributional styles and academic optimism of students. Quarterly Journal of Child Mental Health, 9(4), 90-104. http://childmentalhealth.ir/article-1-1134-en.html [In Persian].
Muyan-Yılık, M., & Demir, A. (2020). A pathway towards subjective well-being for Turkish university students: The roles of dispositional hope, cognitive flexibility, and coping strategies. Journal of Happiness Studies, 21(6), 1945-1963. https://doi.org/10.1007/s10902-019-00162-2
Naghizadeh Alamdari, M., & Smkhani Akbarinejhad, H. (2021). The Effectiveness of mindfulness-based stress reduction training on assertiveness and academic boredom of female high school students. Community Health Journal, 15(2), 59-68. https://doi: 10.22123/chj.2021.259434.1625 [In Persian]
Nouri Mokhtari, F., Shokri, O., & Fathabadi, J. (2023). Developing a conceptual model of students' motivational profile: A grounded theory study. Studies in Learning & Instruction, 14(2), 172-198. https://doi:10.22099/jsli.2023.6949 [In Persian]
Önen, A. S., & Koçak, C. (2015). The effect of cognitive flexibility on higher school students’ study strategies. Procedia-Social and Behavioral Sciences, 191, 2346-2350. https://doi.org/10.1016/j.sbspro.2015.04.680
Özeren, S., & Top, E. (2023). The effects of Augmented Reality applications on the academic achievement and motivation of secondary school students. Malaysian Online Journal of Educational Technology, 11(1), 25–40. https://doi.org/10.52380/mojet.2023.11.1.425
Parks, A. C., & Biswas-Diener, R. (2013). Positive interventions: Past, present and future. In T. Kashdan & J. Ciarrochi (Eds.), Mindfulness, acceptance and positive psychology: The seven foundations of well-being (pp. 140-165). Oakland, CA: Context Press.
Pepe, Ş. (2021). The relationship between academic self-efficacy and cognitive flexibility: Physical education and sports teacher candidates. Propósitos y representaciones, 9(2), 113. http://orcid.org/0000-0001-6062-8172
Peterson, C., & Seligman, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91(3), 347–374. https://doi.org/10.1037/0033-295X.91.3.347
Roeser, R. W. (2016). Mindfulness in students’ motivation and learning in school. In K. Wentzel & D. Miele (Eds.), Handbook on motivation at school (pp. 385–407). Taylor & Francis.
Ryan, R. M., & Deci, E. L. (2017). Research on intrinsic and extrinsic motivation is alive, well, and reshaping 21st-century management approaches: Brief reply to Locke and Schattke. Motivation Science, 5(4), 291-294. https://doi.org/10.1037/mot0000128
Sanchez, B., Allen, D., & Delgado, J. (2023). Positive psychological effects of school-based Yoga and Mindfulness Programs for at-risk Hispanic adolescents. Contemporary School Psychology, 27, 118–135. https://doi.org/10.1007/s40688-022-00427-3
Semple, R. J., Droutman, V., & Reid, B. A. (2017) Mindfulness goes to school: Things learned (so far) from research and real-world experiences. Psychology in the Schools, 54(1), 29–52. https://doi.org/10.1002/pits.21981
Shapero, B. G., Greenberg, J., Mischoulon, D., Pedrelli, P., Meade, K., & Lazar, S. W. (2018). Mindfulness-based cognitive therapy improves cognitive functioning and flexibility among individuals with elevated depressive symptoms. Mindfulness, 9, 1457–1469. https://doi.org/10.1007/s12671-018-0889-0
Sheikhalizadeh, S., Bayrami, M., Hashemi, T., & Vahedi, S. (2019). The effectiveness of mindfulness techniques training on academic vitality by moderating roles of student social achievement goals. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 127-148. https://doi:10.22084/j.psychogy.2018.15713.1724 [In Persian].
Shute, R. H. (2019). Schools, mindfulness, and metacognition: A view from developmental psychology. International Journal of School & Educational Psychology, 7(sup1), 123-136. https://doi.org/10.1080/21683603.2018.1435322
Sleimen-Malkoun, R., Devillers-Réolon, L., & Temprado, J. J. (2023). A single session of mindfulness meditation may acutely enhance cognitive performance regardless of meditation experience. PLoS ONE, 18(3), e0282188. https://doi.org/10.1371/journal.pone.0282188
Soltani, E., Shareh, H., Bahrainian, S. A., & Farmani A. (2013) The mediating role of cognitive flexibility in correlation of coping styles and resilience with depression. Pajoohande, 18(2), 88-96.  https://pajoohande.sbmu.ac.ir/article-1-1518-fa.html. [In Persian]
Spiro, R. J. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. Technical Report, No. 441. https://eric.ed.gov/?id=ED302821
Stad, F. E., Van Heijningen, C. J., Wiedl, K. H., & Resing, W. C. (2018). Predicting school achievement: differential effects of dynamic testing measures and cognitive flexibility for math performance. Learning and Individual Differences, 67, 117-125. https://doi.org/10.1016/j.lindif.2018.07.006
Sünbül, A. Z. (2020). Mindfulness, positive affection and cognitive flexibility as antecedents of trait resilience. Studia Psychologica, 62(4), 277–290. https://doi.org/10.31577/sp.2020.04.805
Thompson, M., Kaslow, N. J., Weiss, B., & Nolen-Hoeksema, S. (1998). Children's Attributional Style Questionnaire-Revised: Psychometric examination. Psychological Assessment, 10(2), 166–170. https://doi.org/10.1037/1040-3590.10.2.166
Tunkkari, M., Hirvonen, R., Vasalampi, K., & Kiuru, N. (2024). Bidirectional associations between maternal homework involvement, adolescents’ academic motivation, and school well-being. Journal of Family Psychology, 38(3), 421–432. https://doi.org/10.1037/fam0001177
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
Wang, X., Ding, T., Lai, X., Yang, C., & Luo, J. (2023). Negative life events, negative copying style, and internet addiction in middle school students: A large two-year follow-up study. International Journal of Mental Health and Addiction, 1-11. https://doi.org/10.1007/s11469-023-01045-7
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. https://doi.org/10.1016/j.iheduc.2022.100880
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3. https://doi.org/10.1037/0022-0663.71.1.3
Widodo, M., Ariyani, F., & Setiyadi, A. B. (2018). Attitude and motivation in learning a local language. Theory and Practice in Language Studies, 8(1), 105–112. https://doi.org/http://dx.doi.org/10.17507/tpls.0801.14
Yildiz-Akyol, E., & Boyaci, M. (2020). Cognitive flexibility and positivity as predictors of career future in university students. Turkish Psychological Counseling and Guidance Journal, 10(57), 297-320. https://dergipark.org.tr/en/pub/tpdrd/issue/55086/756181
Yousefi, F., Zeinaddiny Meymand, Z., Razavi Nematollahi, V., & Soltani, A. (2019). The mediating role of mindfulness in the relationship between self-regulated learning and goal orientation with academic identity. Quarterly Journal of Child Mental Health, 6(3), 228-241.  http://dx.doi.org/10.29252/jcmh.6.3.20  [In Persian].
Zeng, H., & Xin, Y. (2024). Comparing learning persistence and engagement in asynchronous and synchronous online learning, the role of autonomous academic motivation and time management. Interactive Learning Environments, 24, 1–20. https://doi.org/10.1080/10494820.2024.2344033
Zhang, Y., Lai, S., Wu, W., Wang, Y., Zhu, H., He, J., Zhu, Y., Chen, G., Qi, Z., Chen,  P., Lv, S., Song, Z., Hu, Y., Miao, H., Yan, S., Luo, Y., Ran, H., Huang, X., Lu, X.,… Jia, Y. (2021). Associations between executive function impairment and biochemical abnormalities in depressed adolescents with non-suicidal self-injury. Journal of Affective Disorders, 298, 492-499. https://doi.org/10.1016/j.jad.2021.10.132
Zhao, H., Zhang, Z., & Heng, S. (2024). Grit and college students’ learning engagement: Serial mediating effects of mastery goal orientation and cognitive flexibility. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 43(8), 7437–7450. https://doi.org/10.1007/s12144-023-04904-7
Zollars, I., Poirier, T. I., & Pailden, J. (2019). Effects of mindfulness meditation on mindfulness, mental well-being, and perceived stress. Currents in Pharmacy Teaching and Learning, 11(10), 1022-1028. https://doi.org/10.1016/j.cptl.2019.06.005
Zou, Y., Li, P., Hofmann, S. G., & Liu, X. (2020) The mediating role of non-reactivity to mindfulness training and cognitive flexibility: A randomized controlled trial. Frontiers in Psychology, 11, 1053. https://doi.org/10.3389/fpsyg.2020.01053
Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690
Studies in Learning & Instruction
Volume 16, Issue 2
September 2024
Pages 332-303

Files

History

  • Receive Date: 22 November 2024
  • Revise Date: 17 January 2025
  • Accept Date: 25 January 2025

Share

How to cite

Statistics