Document Type : Research Paper
Authors
1 Ph.D. in Educational Psychology, Bu-Ali Sina University, Hamedan, Iran
2 Professor, Department of Psychology, Bu-Ali Sina University, Hamedan, Iran.
3 Professor, Department of Psychology, Bu-Ali Sina University, Hamedan, Iran
Abstract
The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size, 420 students were selected using the multistage cluster random sampling method. The instruments for data gathering included an academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), an academic mindfulness questionnaire, a fear of self-compassion scale (Gilbert et al., 2011), an academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect on academic engagement. Moreover, the results showed that academic mindfulness mediated by fear of self-compassion, academic wising and core self-evaluations had a significant effect on academic engagement. In this study, the effect of variables mentioned on student's academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain academic engagement.
Keywords
- Fear of Self-Compassion
- Academic Wising
- Academic Engagement
- Academic Mindfulness
- Core Self-Evaluations
Main Subjects
ملکپور، فرزانه و بساکنژاد، سودابه. (1399). رابطه ترس از خودشفقتی و ترس از شادی با پرخوری از طریق میانجی‌گری عاطفه مثبت و منفی در دانشجویان. پژوهش‌های کاربردی روان‌شناختی، 11(1)، 115-101. https://doi.org/10.22059/japr.2020.265524.642976
نجاریان، زکیه و واحدی، شهرام. (1401). رابطه ثبات‌قدم، سرسختی روان‌شناختی و تاب‌آوری با درگیری تحصیلی دانشجویان: ارائه مدل تحلیل مسیر. فصلنامه روانشناسی تربیتی، 18(66)، 192-169. https://doi.org/10.22054/jep.2022.61818.3391
یعقوبی، ابوالقاسم، نادریپور، حسین، یارمحمدیواصل، مسیب و محققی، حسین. (1398). تبیین بهزیستی روان‌شناختی بر اساس ذهنآگاهی، نیاز به شناخت و سرمایههای روان‌شناختی در دانشجویان. فصلنامه روانشناسی تربیتی، 15(52)، 237-217. https://doi.org/10.22054/jep.2019.35337.2381
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: An overview of it's definitions, demension, and major conceptualisations. International Education Studies, 9(12), 41-52. https://doi.org/10.5539/ies.v9n12p41
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report the Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206. https://doi.org/10.1177/1073191104268029
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45. https://doi.org/10.1177/1073191105283504
Beaumont, S. L. (2011). Identity styles and wisdom during emerging adulthood: Relationships with mindfulness and savoring. Identity: An International Journal of Theory and Research, 11, 155-180. https://doi.org/10.1080/15283488.2011.557298
Bennett, K., & Dorjee, D. (2016). The impact of a mindfulness-based stress reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness, 7, 105-114. https://doi.org/10.1007/s12671-015-0430-7
Brown, S. C. (2004). Learning across campus: How college facilitates the development of wisdom. Journal of College Student Development, 45(2), 134-148. https://doi.org/10.1353/csd.2004.0020
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822
Cheung, R. Y. M., & Ng, M. C. Y. (2019). Being in the moment later? Testing the inverse relation between mindfulness and procrastination. Personality and Individual Differences, 141, 123-126. https://doi.org/10.1016/j.paid.2018.12.015
Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016). Beyond the big five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance. The International Journal of Management Education, 14, 273-285. https://doi.org/10.1016/j.ijme.2016.05.002
Dodd, N. M., & Snelgar, R. (2013). Zulu youth’s core self-evaluations and academic achievement in South Africa: An exploratory study. Journal of Psychology, 4(2), 101-107. https://doi.org/10.1080/09764224.2013.11885499
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2022). Mindfulness, self-compassion, resiliency and wellbeing in higher education: A recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301-311. https://doi.org/10.1080/0309877X.2021.1912306
Erez, A., & Judge, T. A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86(6), 1270-1279. https://doi.org/10.1037/0021-9010.86.6.1270
Gilbert, P. (2019). Explorations into the nature and function of compassion. Current Opinion in Psychology, 28, 108-114. https://doi.org/10.1016/j.copsyc.2018.12.002
Gilbert, P., McEwan, K., Gibbons, L., Chotai, S., Duarte, J., & Matos, M. (2012). Fears of compassion and happiness in relation to alexithymia, mindfulness, and self-criticism. Psychology and Psychotherapy: Theory, Research and Practice, 85, 374-390. https://doi.org/10.1111/j.2044-8341.2011.02046.x
Gilbert, P., McEwan, K., Matos, M., & Rivis, A. (2011). Fears of compassion: Development of three self-report measures. Psychology and Psychotherapy: Theory, Research and Practice, 84, 239-255. https://doi.org/10.1348/147608310X526511
Green, S. B. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26(3), 499-510. https://doi.org/10.1207/s15327906mbr2603_7
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42(2), 236-255. https://doi.org/10.1177/0013161X04273844
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83(3), 693-710. https://doi.org/10.1037/0022-3514.83.3.693
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self-evaluation scale: Development of a measure. Personnel Psychology, 56, 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
Judge, T. A., & Hurst, C. (2007). Capitalizing on one’s advantages: Role of core self-evaluations. Journal of Applied Psychology, 92(5), 1212-1227. https://doi.org/10.1037/0021-9010.92.5.1212
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
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
Kirby, J. N., Day, J., & Sagar, V. (2019). The ‘Flow’ of compassion: A meta-analysis of the fears of compassion scales and psychological functioning. Clinical Psychology Review, 70, 26-39. https://doi.org/10.1016/j.cpr.2019.03.001
Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.
Kong, F., Wang, X., & Zhao, J. (2014). Dispositional mindfulness and life satisfaction: The role of core self-evaluations. Personality and Individual Differences, 56, 165-169. https://doi.org/10.1016/j.paid.2013.09.002
Kramer, D. A. (2000). Wisdom as a classical source of human strength: Conceptualization and empirical inquiry. Journal of Social and Clinical Psychology, 19(1), 83-101. https://doi.org/10.1521/jscp.2000.19.1.83
Kunzmann, U., & Baltes, P. B. (2003). Wisdom-related knowledge: Affective, motivational, and interpersonal correlates. Personality and Social Psychology Bulletin, 29(9), 1104-1119. https://doi.org/10.1177/0146167203254506
Kyeong, L. W. (2013). Self-compassion as a moderator of the relationship between academic burn-out and psychological health in Korean cyber university students. Personality and Individual Differences, 54, 899-902. https://doi.org/10.1016/j.paid.2013.01.001
Leupold, C. R., Lopina, E. C., & Erickson, J. (2020). Examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. Psychological Reports, 123(4), 1260-1281. https://doi.org/10.1177/0033294119852767
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137. https://doi.org/10.1080/10573560308223
Lu, S., Huang, C. C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53-59. https://doi.org/10.1016/j.childyouth.2017.09.008
Maxwell, N. (2007). From knowledge to wisdom: The need for an academic revolution. London Review of Education, 5(2), 97-115. https://doi.org/10.1080/14748460701440350
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology & Psychother, 18, 250-255. https://doi.org/10.1002/cpp.702
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Schwager, I. T. L., Hulsheger, U. R., & Lang, J. W. B. (2016). Be aware to be on the square: Mindfulness and counterproductive academic behavior. Personality and Individual Differences, 93, 74-79. https://doi.org/10.1016/j.paid.2015.08.043
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373-386. https://doi.org/10.1002/jclp.20237
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227-245. https://doi.org/10.1207/S15326985EP3604_2
Sternberg, R. J. (2004). What is wisdom and how can we develop it? The Annals of the American Academy of Political and Social Science, 591, 164-174. https://doi.org/10.1177/0002716203260097
Webster, J. D. (2010). Wisdom and positive psychosocial values in young adulthood. Journal of Adult Development, 17, 70-80. https://doi.org/10.1007/s10804-009-9081-z
Webster, J. D., Weststrate, N. M., Ferrari, M., Munroe, M., & Pierce, T. W. (2018). Wisdom and meaning in emerging adulthood. Emerging Adulthood, 6(2), 118-136. https://doi.org/10.1177/2167696817707662
Wisner, B. L. (2014). An exploratory study of mindfulness meditation for alternative school students: Perceived benefits for improving school climate and student functioning. Mindfulness, 5, 626-638. https://doi.org/10.1007/s12671-013-0215-9
Malekpour, F., & Bassaknejad, S. (2020). The relationship between fear of self-compassion and fear of happiness with binge eating disorder through the mediation of positive and negative affect in students. Journal of Applied Psychological Research, 11(1), 101-115. https://doi.org/10.22059/japr.2020.265524.642976 [In Persian]
Najarian, Z., & Vahedi, S. (2023). The relationship of grit, psychological hardiness, and resilience with academic engagement: A model for path analysis. Educational Psychology, 18(66), 169-192. https://doi.org/10.22054/jep.2022.61818.3391 [In Persian]
Yaghoobi, A., Naderipour, H., yarmohamadi vasel, M., & Mohagheghi, H. (2019). The explaining of psychological well-being based on mindfulness, need for cognition and psychological capital in the students. Educational Psychology, 15(52), 217-237. https://doi.org/10.22054/jep.2019.35337.2381 [In Persian]
)