Opening minds by supporting needs: do autonomy and competence support facilitate mindfulness and academic performance?
| Autor: | Ernest S. Park, Jody L. Davis, Robert J. Goodman, Stephen K. Trapp |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Mindfulness
Sociology and Political Science Social Psychology Context effect media_common.quotation_subject education 05 social sciences 050301 education Metacognition Context (language use) Academic achievement medicine.disease Education ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Psychology 0503 education Social psychology Competence (human resources) Autonomy 050104 developmental & child psychology media_common Test anxiety |
| Zdroj: | Social Psychology of Education. 24:119-142 |
| ISSN: | 1573-1928 1381-2890 |
| Popis: | In a pair of studies, the present research examined mindfulness as a mediator through which perceived support for the basic psychological needs of autonomy and competence facilitate adaptive outcomes in a university classroom setting. In Study 1 (N = 199), dispositional mindfulness mediated the relation between perceived support for autonomy and competence in daily life and generalized test anxiety in college students. In Study 2 (N = 328), perceived support for autonomy and competence in the classroom predicted higher test performance and instructor evaluations among college students. Notably, perceived support for autonomy and competence in the classroom predicted increased state mindfulness minutes before a final exam, which in turn was associated with less test anxiety and better test performance, even after controlling for past academic achievement. In summary, instructor support of students’ basic needs for autonomy and competence in the classroom context predicted heightened states of mindful awareness prior to a final exam, which explained improvements in academic performance among students. This research represents a first step toward identifying situational factors that facilitate mindful awareness in academic contexts. |
| Databáze: | OpenAIRE |
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