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
Behavioral Sciences September 29, 2025 DOI: 10.3390/bs15101341 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional survey study using latent profile analysis Peer reviewed |
|---|---|
| Population | Chinese college students |
| Measures | Five Facet Mindfulness Questionnaire (FFMQ) |
| Topics | Meditation |
| Keywords | Metacognition Latent profile analysis Highly mindful |
| Key findings | Four distinct mindfulness profiles emerged among Chinese college students, with gender differences in profile membership (more female students in the Highly Mindful group). Mindfulness profiles predicted metacognitive ability; the Highly Mindful group showed superior metacognitive self-regulation and learning strategy application. The authors argue that interventions emphasizing non-judgmental present-moment awareness may be particularly effective for metacognitive development. |
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.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |