Does mindfulness matter for cognitive reappraisal and academic engagement? A cross-lagged panel model study in Filipino high school students

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Abstract

Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school students from Quezon City, Philippines joined this research. Cross-lagged panel structural equation modeling demonstrated that mindfulness had positive concurrent associations with cognitive reappraisal and engagement. Academic engagement was linked to increased subsequent cognitive reappraisal. Mindfulness is linked to increased concurrent cognitive reappraisal and academic engagement. This research contributes to existing evidence regarding the inconclusive links of mindfulness to learning outcomes. Copyright © 2022 The Author(s).

Original languageEnglish
JournalThe Journal of Early Adolescence
Early online dateNov 2022
DOIs
Publication statusE-pub ahead of print - Nov 2022

Citation

Datu, J. A. D., Yang, W., & Lau, K. W. (2022). Does mindfulness matter for cognitive reappraisal and academic engagement? A cross-lagged panel model study in Filipino high school students. The Journal of Early Adolescence. Advance online publication. doi: 10.1177/02724316221137951

Keywords

  • Academic engagement
  • Emotion regulation
  • Filipino students
  • Mindfulness

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