ArticleFrontiers in psychology2025
The role of motivation in the association of dispositional mindfulness with self-learning and academic achievement.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Web-Based Augmented Reality vs. Interactive Presentation for Learning Caries Detection: A Randomized Study on Student Motivation.Dentistry journal · 2025Article
- Mindfulness, professional calling, and academic engagement: a parallel mediation model of presence and search among medical students.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Introduction: Prior research has explored relationships among dispositional mindfulness, motivation, and academic performance, the mechanisms linking these variables remain unclear. This study aims to examine whether dispositional mindfulness predicts self-learning and academic achievement in Yemeni college students, and the potential mediating roles of intrinsic and extrinsic motivation in these associations. Method: Two hundred and eighty-three Yemeni college students (170 males; 18-26 yrs) completed the Mindful Attention Awareness Scale (MAAS), Personal Learning Scale (PLS), Intrinsic/Extrinsic Motivation Scale, and semester GPAs were obtained from college records. Results: Dispositional mindfulness correlated moderately with self-learning ( Conclusion: Higher dispositional mindfulness predicts stronger intrinsic motivation, which in turn fosters sustained self-learning and higher academic achievement; purely extrinsic motives appear insufficient for long-term gains.
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Registered trials
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