Article (Scientific journals)
Mindfulness and Academic Emotions: A Field Study During a Lecture
Senker, Kerstin; Dietrich, Julia; Fries, Stefan et al.
2021In Learning and Individual Differences
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Keywords :
Mindfulness; academic emotions; higher education
Abstract :
[en] The aim of the present study was to examine whether mindfulness and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of N = 105 university students repeatedly, resulting in N = 551 measurements. As expected, multilevel analyses indicated that students who were more mindful during the lecture felt more positive and less negative activating emotions, better valence, and were more optimistic about an upcoming exam. In contrast to our hypotheses, trait mindfulness was not found to be related to current academic emotions. Multilevel mediation analyses point towards an indirect effect of trait mindfulness via momentary mindfulness during the lecture sessions. These findings suggest that mindfulness is of high relevance to academic emotions which in turn are important for learning, achievement, and well-being.
Disciplines :
Education & instruction
Author, co-author :
Senker, Kerstin
Dietrich, Julia
Fries, Stefan
Grund, Axel  ;  University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET
External co-authors :
Language :
Title :
Mindfulness and Academic Emotions: A Field Study During a Lecture
Publication date :
Journal title :
Learning and Individual Differences
Publisher :
Elsevier, United Kingdom
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
Funders :
This research was funded by the research grant GR 4572/2-1 of the German Research Foundation, to Axel Grund, and Bielefeld Young Researchers' Fund, to Kerstin Senker.
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since 24 September 2021


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