Interplay of mindfulness, motivation, and self-regulation in predicting L2 achievement
A mixed-methods study
Bibliographic Data
| ID | 9406793 |
|---|---|
| Authors | Jalil Fathi (0000-0003-1146-1024, corresponding author), Alireza Aghamirzaei (0009-0002-7061-6620) |
| Year | 2025 |
| Volume | 262 |
| Pages | 106059-106059 |
| Publication date | 2025-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2025.106059 |
| PMID | 41389398 |
| OpenAlex | W4417281574 |
| Language | EN |
| References cited | 64 |
This study investigates the roles of mindfulness and motivated behavior in relation to L2 achievement among intermediate English as a Foreign Language (EFL) learners, with a focus on the mediating role of self-regulation. Utilizing a mixed-methods design, we combined quantitative assessments with qualitative insights to provide a comprehensive understanding of these relationships. A total of 347 intermediate EFL learners participated in the study, which included administering validated self-report scales and a modified IELTS proficiency test. Structural Equation Modeling (SEM) was employed to analyze the direct and indirect associations of mindfulness, self-regulation, and motivated behavior with L2 achievement. The quantitative results indicated that mindfulness and motivated behavior were significant predictors of L2 achievement, both directly and indirectly through self-regulation. Qualitative findings from in-depth interviews and focus groups further illuminated the mechanisms through which mindfulness and motivated behavior may support language learning, emphasizing the importance of self-regulation in this process. This study contributes to the literature by elucidating the interplay between these psychological factors and their relationship with L2 achievement, offering valuable insights for both educators and learners in the field of language pedagogy
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
Language learning motivation, self and identity
Mindfulness
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
Academic studing and the development of personal skill
Cultivating mindfulness
Mechanisms of mindfulness
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering
Cutoff criteria for fit indexes in covariance structure analysis
Self-discrepancy
Using Self-Report Assessment Methods to Explore Facets of Mindfulness
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Motivational and self-regulated learning components of classroom academic performance.
A New Approach to Assessing Strategic Learning
An exploration of psychological capital resources, mindfulness, L2 grit, and L2 achievement
Mindfulness and its relationship to academic achievement among university students
Longitudinal detection of directed motivational currents in L2 learning
Exploring the Relationship Between Second Language Learning Motivation and Proficiency
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement
The role of mindfulness in reducing English language anxiety among Thai college students
Mindfulness meditation improves cognition
A Coefficient of Agreement for Nominal Scales
Possible selves
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Demystifying the relationship between parental investment in learners’ English learning and learners’ L2 motivational self system in the Chinese context
A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency
L2 motivation and self regulated learning
The relationship between English language learners’ motivation and online self-regulation
Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning
Self-regulation in L2 listening
The L2 motivational self system, L2 anxiety, and motivated behavior
Metacognitive beliefs and strategies in learning Chinese as a foreign language
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts
Growth mindset, self-efficacy, and self-regulation
Achievement emotions and control-value appraisals in foreign language learning
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
Structural Relationship Between L2 Learning Motivation and Resilience and Their Impact on Motivated Behavior and L2 Proficiency
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
The benefits of being present
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |