Aldbyani Aamer, Alhadoor Zaid, Chuanxia Zhang, Sheng Zhenwen
Department of General Education, Shandong Xiehe University, Jinan, China.
Faculty of Education, Thamar University, Dhamar, Yemen.
Front Psychol. 2025 Jun 9;16:1541128. doi: 10.3389/fpsyg.2025.1541128. eCollection 2025.
Prior research has explored relationships among dispositional mindfulness, motivation, and academic performance, the mechanisms linking these variables remain unclear. This study aims to examine whether dispositional mindfulness predicts self-learning and academic achievement in Yemeni college students, and the potential mediating roles of intrinsic and extrinsic motivation in these associations.
Two hundred and eighty-three Yemeni college students (170 males; 18-26 yrs) completed the Mindful Attention Awareness Scale (MAAS), Personal Learning Scale (PLS), Intrinsic/Extrinsic Motivation Scale, and semester GPAs were obtained from college records.
Dispositional mindfulness correlated moderately with self-learning ( = 0.49, < 0.001) and GPA ( = 0.43, < 0.001). Intrinsic motivation was associated with dispositional mindfulness ( = 0.41), self-learning ( = 0.42) and GPA ( = 0.50), all < 0.001. PROCESS mediation (Model 4, 5,000 bootstraps) indicated that intrinsic motivation partially mediated the effect of dispositional mindfulness on self-learning (indirect = 0.07, SE = 0.02, 95% CI [0.03, 0.10]) and GPA (indirect = 0.06, SE = 0.02, 95% CI [0.02, 0.09]), accounting for ≈ 28 and 35% of the total effects, respectively. Extrinsic motivation showed small zero-order correlations but did not mediate either outcome.
Higher dispositional mindfulness predicts stronger intrinsic motivation, which in turn fosters sustained self-learning and higher academic achievement; purely extrinsic motives appear insufficient for long-term gains.
先前的研究探讨了特质正念、动机与学业成绩之间的关系，但这些变量之间的联系机制仍不清楚。本研究旨在检验特质正念是否能预测也门大学生的自主学习和学业成绩，以及内在动机和外在动机在这些关联中的潜在中介作用。
283名也门大学生（170名男性；年龄18 - 26岁）完成了正念注意觉知量表（MAAS）、个人学习量表（PLS）、内在/外在动机量表，并从学校记录中获取了学期平均绩点。
特质正念与自主学习（r = 0.49，p < 0.001）和平均绩点（r = 0.43，p < 0.001）呈中等程度相关。内在动机与特质正念（r = 0.41）、自主学习（r = 0.42）和平均绩点（r = 0.50）相关，均p < 0.001。PROCESS中介分析（模型4，5000次自抽样）表明，内在动机部分中介了特质正念对自主学习（间接效应 = 0.07，SE = 0.02，95% CI [0.03, 0.10]）和平均绩点（间接效应 = 0.06，SE = 0.02，95% CI [0.02, 0.09]）的影响，分别占总效应的约28%和35%。外在动机显示出较小的零阶相关性，但未中介任何结果。
更高的特质正念预示着更强的内在动机，进而促进持续的自主学习和更高的学业成绩；单纯的外在动机似乎不足以带来长期收益。
