Modeling Relationships among mindfulness, academic buoyancy, and mind wandering for first year secondary students.

Aboelazm, Huda

doi:10.21608/jsre.2022.135747.1467

Modeling Relationships among mindfulness, academic buoyancy, and mind wandering for first year secondary students.

Document Type : Original Article

Author

huda aboelazm

faculty of education

10.21608/jsre.2022.135747.1467

Abstract

The aim of this study was to unveil the relationship among Mindfulness, academic buoyancy, and Mind wandering for secondary school students, by modeling causal relationships use path analysis between the variables of the current study and identifying the differences in measuring the level of Mindfulness, academic buoyancy, and Mind wandering according to the variable of gender (male/female). To achieve this aim, the study sample consisting of (240) male and female from grades ten completed a set of tools, namely a Mindfulness scale Developed by: Baer, et al. (2006), academic buoyancy scale Developed by: Abdin (2018), Mind wandering scale Developed by the researcher. The conclusions are the followings:
1- Variables of the study forms structural model that explains causal relationships between Mindfulness, academic buoyancy, and Mind wandering where the values of the indicators are existed in the perfect average.
2- There is appositive direct effect of Mindfulness on academic buoyancy for first year secondary students.
3- There is a negative direct effect of Mindfulness on Mind wandering for first year secondary students.
4- There is a negative direct effect of academic buoyancy on Mind wandering for first year secondary students.

Keywords

Main Subjects

Educational psychology

References

Al-Bawi,M.I., Judeh,F.J.,& Al-Shammari,N.D.(2021). The Relationship of the Academic Buoyancy of the Fifth ScientificStudents to Their Achievement of Physics and Their Motivation to Learn it. Turkish Journal of Computer and Mathematics Education,12(12), 78-87.

Arango‑Muñoz,S. & Bermúdez, J.(2021). Intentional mind‑wandering as intentional omission: the surrealist method. Synthese, 199)1(, 7727-7748 .

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45. doi: 10.1177/1073191105283504.

Bear, R. , Smith, G., Lykins, E., Button, D., Kietmeyer, J. , Sauer,S.,Walsh,E.& Duggan,D.(2008).Construct validity of five factor mindfulness: Questionnaire in mediating and nonmediating samples . Journal of Assessment , 15 (3), 329- 342. DOI:10.1177/1073191107313003.

Bradshaw,G.(2019). The Importance of Mindfulness for Anxious Students. Journal of Graduate Studies in Education, 11(2),27-30.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822.

Cardaciotto, L., Herbert, J., Forman, E., Moitra, E., & Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia Mindfulness Scale. Assessment, 15(2), 204-223. https://doi.org/10.1177/1073191107311467

Datu, J. A. D., & Yuen, M. (2018). Predictors and Consequences of academic buoyancy: a Review of literature with implications for educational psychological research and practice. Contemporary School Psychology, 22, 207-212.

Datu, J. A. D.,& Yang, W. (2016). Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: Aconstruct validation approach. Journal of Psychoeducational Assessment, 36(3), 278-283.

Franco,V.(2020). The benefits of practicing mindfulness as a graduate student, Journal of Mental Health,29(1), 22-30.

Isbel, B., &Mahar, D. (2015). Cognitive mechanisms of mindfulness: A test of current models. Consciousness and Cognition, 38(1), 50-59.

Jiménez-Picón,N., Romero-Martín,M., Ponce-Blandón,J. ,Ramirez-Baena,L., Palomo-Lara,J., & Gómez-Salgado,J.(2021).The Relationship between Mindfulness and Emotional Intelligence as a Protective Factor for Healthcare Professionals: Systematic Review,Int. J. Environ. Res. Public Health, 18(10),1-14. doi: 10.3390/ijerph18105491.

Ju, Y., & Lien, Y. (2018). Who is prone to wander and when? Examining an integrative effect of working memory capacity and mindfulness trait on mind wandering under different task loads. Consciousness and Cognition, 63, 1-10. https://doi.org/10.1016/j.concog.2018.06.006.

Khoury,B. , Vergara,R., Sadowski,I.& Spinelli,C.(2021). Embodied Mindfulness Questionnaire: Scale Development and Validation, journals.sagepub,1(1),1-26. doi: 10.1177/10731911211059856.

Lee, A., Gansler , D. Zhang , N. , Terram , W. & King , J. (2017) . Relationship of mindfulness awareness to neural processing of angry faces and impact of mindfulness training: A pilot Investigation. psychiatry Research , 30 )264(, 22-28.

Maher,C.(2021). The Benefits of Mindfulness for University Students. Building Healthy Academic Communities Journal , 5(1), 42-57.

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.

Martin,A.,J.(2013). Academic Buoyancy and Academic Resilience: Exploring "Everyday" and "Classic" Resilience in the Face of Academic Adversity.School Psychology International Journal, 34 (5), 488-500.

Mooneyham, B. & Schooler, J. (2013). The costs and benefits of mind- wandering: A Review. Canadian Journal of Experimental Psychology, 67 (1), 8-11.

Mowlem, F. D., Skirrow, C., Reid, P., Maltezos, S., Nijjar, S., Merwood, A., Barker, E., Cooper, R., Kuntsi, J., & Asherson, P. (2019). Validation of the Mind Excessively Wandering Scale and the relationship of mind wandering to impairment in adult. Journal of Attention Disorders, 23(6), 624-634. https://doi.org/10.1177/1087054716651927.

Mrazek, M.,D., Franklin ,M.S., Phillips, D.T., Baird ,B., & Schooler ,W.(2013). Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering. Psychological science, 24(5), 776-781.

Murphy, J.(2021). Exploring the Impact of an Open Access Mindfulness Course with Online Graduate Students: A Mixed Methods Explanatory Sequential Study.Online Learning Journal, 25 (2),299-323.

Reisy, J., Dehghani, M ., Javanmard, A ., Shojaei, M., & Naeimian, P.M. (2014) Analysis of the mediating effect of academic buoyancy on the relationship between family communication pattern and academic buoyancy. Journal of Educational and Management Studies, 4 (1), 64-70.

Shepherd, J.(2019). Why does the mind wander?. Neuroscience of Consciousness, 5(1), 1- 9.

Sturgess, M.(2012). Psychometric Validation and Demographic Differences in Two Recently Developed Trait Mindfulness Measures. UN published Master Thesis,Victoria University of Wellington.

Wang,Y.,Xu,W.,Zhuang ,C.& Liu ,X.(2017).Does Mind Wandering Mediate the Association Between Mindfulness and Negative Mood? A Preliminary Study. Psychological Reports, 120(1) 118-129.