Mindfulness and study engagement: mediating role of psychological capital and intrinsic motivation

Abstract

Purpose

This study aims to analyze the relationship between mindfulness and study engagement focusing on the mediating mechanism between the relationships proposed. Based on the conservation of resources (COR) theory, the authors examine whether psychological capital (PsyCap) and intrinsic motivation mediate the relationship between mindfulness traits and study engagement.

Design/methodology/approach

Path analysis was conducted to test the hypothesized relationships among a sample of 428 international students studying in Chinese universities in Shanghai.

Findings

The results support the hypothesized relationships and imply that mindfulness is an essential antecedent of study engagement and more mindful students are more engaged in studying. Besides, the relationship between self-rated mindfulness and study engagement is mediated by PsyCap and intrinsic motivation.

Research limitations/implications

For universities, these findings help develop unique educational strategies to resolve issues related to study involvement. The study has several theoretical and practical implications.

Originality/value

The current study explored the relationship between mindfulness and study engagement in international students studying in Chinese universities – an understudied context in higher education. The authors find that mindfulness has positive effects on study engagement through PsyCap and intrinsic motivation.

Citation

Ali, M., Khan, A.N., Khan, M.M., Butt, A.S. and Shah, S.H.H. (2022), "Mindfulness and study engagement: mediating role of psychological capital and intrinsic motivation", Journal of Professional Capital and Community, Vol. 7 No. 2, pp. 144-158. https://doi.org/10.1108/JPCC-02-2021-0013