Evidence map›Paper›PMID 41153131›Full record

ArticleBehavioral sciences (Basel, Switzerland)2025

Individuals with High Mindfulness Are Better at Metacognitive Ability: A Latent Profile Analysis Approach.

Lan Jiang, Shang Zhang, Jinglin Li, Yuhong Gong, Na Sun, Haihong Wang, Tao Xiao, Xinfa Yi

Abstract read
In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Lan JiangCollege of Humanities & Arts, Xi'an International University, Xi'an 710077, China.
Shang ZhangFaculty of Education, Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.ORCID 0009-0006-8085-0129
Jinglin LiKey Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.
Yuhong GongFaculty of Education, Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.ORCID 0009-0005-6980-0908
Na SunFaculty of Education, Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.
Haihong WangFaculty of Education, Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.
Tao XiaoSchool of Physical Education, Shaanxi Normal University, 620 West Chang'an Avenue, Chang'an District, Xi'an 710062, China.
Xinfa YiKey Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang'an Road, Yanta District, Xi'an 710062, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study systematically examines the relationship between mindfulness and metacognition among Chinese college students through a person-centered analytical approach. Using latent profile analysis (LPA) of Five Facet Mindfulness Questionnaire (FFMQ) responses, we identified four distinct mindfulness profiles: (1) High Observation/Low Non-reactivity, (2) High Awareness/Judging, (3) Moderately Mindful, and (4) Highly Mindful. Gender differences were observed across profiles, with female students more represented in the Highly Mindful group. Hierarchical regression analyses revealed that mindfulness profiles significantly predicted metacognitive ability, with the Highly Mindful group demonstrating superior metacognitive self-regulation and learning strategy application. These findings contribute to the literature by identifying distinct mindfulness subtypes and their differential relationships with metacognition. The results suggest that educational interventions emphasizing non-judgmental present-moment awareness may be particularly effective for fostering students' metacognitive development, while highlighting the importance of considering individual differences in mindfulness training approaches.

Indexed as

highly mindfullatent profile analysismetacognitionmindfulness

Identifiers

PMID41153131
PMCPMC12561965

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.