Greater autonomous motivation for study and basic psychological need satisfaction by being presently aware and ‘letting go’: An exploration of mindful attention and nonattachment

A meta-analysis of the association between mindfulness and motivation

Introduction

Mindfulness reflects attention to the present moment in a non-judgmental way and has been linked to individual autonomy and motivation, but conclusions are inconsistent. The purpose of this review was to summarize previous studies to explore the relationship between mindfulness and motivation and its intervention effects.

Methods

Literature searches were conducted in five electronic databases. Both correlational studies assessing the association between motivation and mindfulness and experimental studies to verify the effect of intervention were included.

Results

Six papers with seven intervention studies and twenty-three papers with twenty-seven correlational studies met the inclusion criteria. Meta-analysis showed that mindfulness was positively correlated with intrinsic motivation (r = 0.28, p < 0.0001) and total motivation (r = 0.37, p < 0.0001) but had no significant correlation with extrinsic motivation (r = 0.01, p = 0.93) or amotivation (r = -0.17, p = 0.14). Effect-size estimates suggested that mindfulness intervention was beneficial to motivation promotion, but the effect was at a low level (g = 0.12).

Conclusion

We found consistent support for mindfulness practice relating to motivation promotion, especially on intrinsic motivation development. However, there was still a portion of heterogeneity that could not be explained and needed to be identified in future studies.

The impact of self-compassionate mindfulness on online learning behavioral engagement of international students during COVID-19: Positive emotion and self-improvement motivation as mediators

Focusing on the domain of self-compassion, this study explored the promotion mechanism of online learning behavioral engagement (OLBE) of international students in China under COVID-19. Positive emotion and self-improvement motivation were selected as mediators. Participants were 606 international students from 8 countries who were studying online in their own countries due to the international travel restriction of COVID-19. Results showed positive emotion and self-improvement motivation completely mediated self-compassionate mindfulness (SCM) and OLBE of international students. Positive emotion and self-improvement partially mediated SCM and OLBE of international students respectively. Students with higher SCM engage with online learning more in that they possess more positive emotion and self-improvement motivation. This study suggested that SCM may facilitate OLBE via positive emotion and effective self-improvement motivation.

Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior

BACKGROUND

Achievement motivation research has established that motivational factors predict academic affect, cognition, and behavior. Recent studies have shown that trait mindfulness might also predict these academic outcomes. However, it remains unclear whether trait mindfulness has incremental validity over motivational factors. We hypothesized that trait mindfulness would explain unique variance in academic outcomes beyond motivational factors, because mindfulness that is characterized by the being mode of mind (i.e., a present-focused, non-striving, and accepting mind mode) would contribute to academic outcomes through unique and effective self-regulatory processes (i.e., bottom-up self-regulation of learning and present-focused, acceptance-based self-regulation of academic stress), which differ from those (i.e., top-down self-regulation of learning and future-focused, change-oriented self-regulation of academic stress) promoted by motivational factors that are characterized by the doing mode of mind (i.e., a goal-oriented, striving, and change-seeking mind mode). We tested the hypothesis by examining four established motivational factors (competence perception, implicit theory of intelligence, achievement goals, and autonomous and controlled academic reasons) and five outcome variables (test anxiety, enjoyment of learning, study strategy, mind-wandering, and help-seeking avoidance) that had been investigated in both the trait mindfulness and achievement motivation literatures.

METHODS

One hundred and seventy-five students (104 females) were recruited from undergraduate psychology and cultural studies classes at two universities in Japan. Trait mindfulness was assessed using the Five Facet Mindfulness Questionnaire. The other study variables were assessed using established measures as well. We conducted hierarchical multiple regression analyses to test the hypothesis.

RESULTS

Trait mindfulness predicted four of the five outcome variables (i.e., test anxiety, enjoyment of learning, mind-wandering, and help-seeking avoidance) after controlling for the motivational factors. The acting-with-awareness facet predicted three outcome variables, whereas the other facets predicted one outcome each.

CONCLUSIONS

This study supports the incremental validity of trait mindfulness relative to motivational factors, suggesting that not only the doing mode of mind but also the being mode is beneficial for academic learning.

No aspect of structure should be left behind in relation to student autonomous motivation

BACKGROUND

Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation.

AIMS

In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring.

SAMPLE

Participants were 12,036 Turkish adolescent students (age range: 15-19 years; 54.4% males) from 446 classes, nested into 24 public schools.

METHODS

Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support.

RESULTS

Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations).

CONCLUSIONS

These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure.