Academic self-regulation as a bridge between mindfulness and emotional self-efficacy among undergraduate students
Samer Adnan Abdel Hadi, Mahmoud Alquraan
International Journal of Evaluation and Research in Education April 1, 2026 DOI: 10.11591/ijere.v15i2.38258 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quantitative questionnaire-based cross-sectional study Peer reviewed |
|---|---|
| Sample size | 647 |
| Population | Undergraduate students, 77.1% female, 74.5% aged 18–24 |
| Measures | Mindful Attention Awareness Scale (MAAS), Academic Self-Regulation Scale (ASRS), Emotional Self-Efficacy Scale (ESES) |
| Topics | Meditation |
| Key findings | Academic self-regulation is reported to mediate the relationship between mindful attention awareness and emotional self-efficacy. Mindfulness was significantly related to self-instruction and self-evaluation, and several self-regulation subscales were significantly associated with facets of emotional self-efficacy, such as self-planning, self-monitoring, and self-reaction with managing one's own emotions. |
Abstract
The research investigated the function of academic self-regulation as a mediator in the correlation between mindful attention awareness and emotional self-efficacy. A quantitative questionnaire-based study approach was used. A total 647 undergraduate participants (77.1% female), aged 18–24 (74.5%), completed self-report questionnaires, including the mindful attention awareness scale (MAAS), the academic self-regulation scale (ASRS), and the emotional self-efficacy scale (ESES). The proposed model demonstrated acceptable global fit based on the two-index criteria applied in this study, with RMSEA meeting the ≤0.06 threshold and SRMR meeting the ≤0.09 threshold; based on the data, the model appears to be suitable. The findings indicated statistically significant relationships between mindfulness and the subscales of academic self-regulation: self-instruction and self-evaluation. Academic self-regulation showed significant path coefficients with emotional self-efficacy: self-planning, self-monitoring, and self-reaction were statistically significantly associated with using and managing one’s own emotions and perceiving emotions through facial expressions. Self-planning and self-monitoring were statistically significantly associated with dealing with emotions in others. Self-planning, self-monitoring, self-instruction, and self-reaction were statistically significant in their association with identifying and understanding one’s own emotions. Academic self-regulation elucidates the correlation between mindfulness and emotional self-efficacy. Emotional self-efficacy and well-being can be bolstered by improving mindfulness and self-regulation.
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 |
Citations in the library
Cites 11
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- App‐based mindfulness meditation reduces perceived stress and improves self‐regulation in working university students: A randomised controlled trial Applied Psychology: Health and Well-Being December 27, 2021
- Virtual mindfulness interventions to promote well-being in adults: A mixed-methods systematic review. Journal of Affective Disorders January 4, 2022
- Mindfulness Abilities Are Associated with Anxiety Levels, Emotional Intelligence, and Perceived Self-Efficacy Sustainability March 7, 2023
- Exploring the relationship between cognitive flexibility and mindfulness with self-regulation in university students African Educational Research Journal September 12, 2023
and 6 more in the library