Mindfulness, volition and motivation in learning
Authors:   , Kong Leng Chee 
Published: November 2024

This thesis is on motivating students in learning. It is anchored on a macro-theory of human motivation – the Self-Determination Theory (SDT). In recent years, mindfulness has been integrated into the SDT framework. This thesis attempts to extend extant research on the SDT and thus to contribute to theory-building by integrating the SDT and mindfulness in social-emotional learning.
In Study 1, the researcher developed and validated an instrument for the measurement of mindfulness – attentional and attitudinal components, in children and adolescents. Participants for this study were 717 students, Mage = 12.25 years old, SD = .91, 48.12% females. Exploratory factor analysis conducted on the data collected suggested a four-factor solution to the instrument. Confirmatory factor analysis confirmed the four-factor solution which measured nuanced aspects of mindfulness. The four factors were labelled “attention and awareness”, “self-acceptance”, “curiosity”, and “openness to negative emotions”, with “attention and awareness” being the attentional component and “self-acceptance”, “curiosity”, and “openness to negative emotions” being the attitudinal components.
In Study 2 (N = 958 students, Mage = 13.28 years old, SD = 1.06, 58.04% female), the researcher evaluated a hypothesised model in an attempt to explain the mechanisms through which mindfulness influences basic psychological needs satisfaction, motivational regulatory outcomes (autonomous and controlled regulations), emotional regulatory outcomes (self-control, stress-management, conditional goal-setting) and cognitive regulatory outcomes (use of organisational skills) in learning. Regression analyses showed that attention and awareness significantly predicted basic psychological needs satisfaction, autonomous regulation, self-control, stress-management and use of organisational skills in learning, but not controlled regulation and conditional goal-setting. The relationships between the attitudinal components of mindfulness and the social-emotional learning outcomes were complex. In general, the attitudinal components of mindfulness, in particular, self-acceptance and curiosity predicted the emotional and cognitive regulatory outcomes above and beyond the prediction made by attentional and awareness. Additionally, basic psychological needs satisfaction and autonomous regulation mediated the relationships between mindfulness (attention and attitudinal components) and the emotional and cognitive regulatory outcomes in learning.
In Study 3 (N = 119 students, Mage = 13.03 years old, SD = 1.01, 55.46% female), using both quantitative and qualitative methods, the researcher evaluated the effects of a mindfulness-based intervention programme (.b programme) on students’ motivational, emotional and cognitive regulatory outcomes in learning. Mixed ANOVA analyses suggested that mindfulness practices hold potential for nurturing motivational, emotional and cognitive regulatory outcomes in learning. Qualitative data from the students provided more insight into the mechanisms on how mindfulness practices could promote more favourable motivational, emotional and cognitive regulatory outcomes in learning.
The implications of the thesis are discussed in the context of social-emotional learning in Singapore school settings.