Dispositional mindfulness, perceived social support, and academic motivation: Exploring differences between Dutch and American students

Gordon, Austin; Young-Jones, Adena; Hayden, Shannon S; Fursa, Sophie; Hart, Bailey

doi:10.1016/j.newideapsych.2019.05.003

Cited by 7 publications

(4 citation statements)

References 23 publications

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“…As hypothesized, cross-sectionally, both peer belonging and connectedness to adults at home were moderately linked to higher mindfulness in 7 th grade. These findings corroborate past research showing that supportive relationships are positively linked to mindfulness during adolescence [12,26,45], and they are consistent with broader research showing that social support and parent-child attachment are positively linked to mindfulness [45,[47][48][49][50][51][52][53]. However, longitudinally, there were no links from 4 th grade levels of these assets to mindfulness in 7 th grade.…”

Section: Supportive Relationships and Mindfulnesssupporting

confidence: 89%

“…For example, parents' reports of "mindful parenting" (which includes listening to one's children with full attention) were positively associated with self-reported mindfulness among adolescents [44][45][46]. In addition, evidence with college student samples found that social support was positively associated with mindfulness [47,48], particularly when support came from friends [49] and family [49,50]. Notably, one study found that the link between mindful parenting and adolescent mindfulness was mediated through attachment security [45], harkening back to the trust and safety pathway noted above.…”

Section: Supportive Relationships and Mindfulnessmentioning

confidence: 99%

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Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

et al. 2021

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Scholars have only just begun to examine elements of young adolescents’ social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; MageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders’ data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships, (2) unvictimized but weak relationships with adults, (3) moderately victimized but strong relationships, and (4) victimized but strong relationships. Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents’ everyday lives.

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Section: Supportive Relationships and Mindfulnesssupporting

confidence: 89%

Section: Supportive Relationships and Mindfulnessmentioning

confidence: 99%

Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

et al. 2021

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“…Oleh karena itu, mendalami lebih lanjut mekanisme antara trait mindfulness dan motivasi akademik menjadi penting untuk dilakukan. Terlebih mindfulness sangat dipengaruhi budaya dari suatu negara karena keunikan budaya dapat memengaruhi praktik mindfulness (Gordon et al, 2020).…”

Section: Pendahuluanunclassified

Peran Persepsi Dukungan Sosial sebagai Mediator antara Trait Mindfulness dan Motivasi Akademik Mahasiswa

Rahmadini,

Salim

2023

j. penelit. dan pengemb. pendidik.

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Selama pembelajaran jarak jauh, mahasiswa banyak yang merasa kesulitan mempertahankan motivasi akademik. Studi terdahulu menemukan trait mindfulness dapat meningkatkan motivasi akademik, namun hubungan kedua variabel tersebut masih inkonsisten. Penelitian ini bertujuan untuk menganalisis peran persepsi dukungan sosial sebagai mediator antara trait mindfulness dan motivasi akademik pada mahasiswa yang menjalani perkuliahan jarak jauh. Tipe penelitian adalah kuantitatif non-eksperimental dengan desain cross-sectional study. Data dikumpulkan menggunakan tiga alat ukur yang telah diadaptasi yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), dan Multidimensional Scale of Perceived Social Support (MSPSS). Terdapat total 162 mahasiswa jenjang sarjana dan pascasarjana yang menjadi partisipan. Analisis data dilakukan menggunakan mediasi model 4. Hasil penelitian menunjukkan ketiga variabel berhubungan positif dan linear, serta persepsi dukungan sosial memediasi hubungan trait mindfulness dan motivasi akademik secara penuh. Dengan demikian, semakin tinggi trait mindfulness yang dimiliki mahasiswa akan membantu mereka melihat situasi pembelajaran secara lebih positif dan menerima dukungan sosial, dan mahasiswa dapat meningkatkan pula motivasi akademik. Implikasi dari temuan ini bagi mahasiswa bisa mencoba mengembangkan praktik mindfulness dalam kehidupan kesehariannya maupun mengikuti pelatihan berbasis meditasi.

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“…Following initial reluctance, teachers generally perceive ICT as a tool with great potential in the educational setting [16,60]. Numerous authors have emphasized that ICT is a useful tool to motivate students [61,62] and promote learning [8]. In addition, the quantity and quality of ICT resources held by schools influence the use of technologies by teachers [5], as well as the national investment in I+D of each country [63].…”

Section: Ict Use By Mathematics Teachersmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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Dispositional mindfulness, perceived social support, and academic motivation: Exploring differences between Dutch and American students

Cited by 7 publications

References 23 publications

Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

Peran Persepsi Dukungan Sosial sebagai Mediator antara Trait Mindfulness dan Motivasi Akademik Mahasiswa

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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