The role of motivation in the association of dispositional mindfulness with self-learning and academic achievement

Introduction: Prior research has explored relationships among dispositional mindfulness, motivation, and academic performance, the mechanisms linking these variables remain unclear. This study aims to examine whether dispositional mindfulness predicts self-learning and academic achievement in Yemeni college students, and the potential mediating roles of intrinsic and extrinsic motivation in these associations.

Method: Two hundred and eighty-three Yemeni college students (170 males; 18–26 yrs) completed the Mindful Attention Awareness Scale (MAAS), Personal Learning Scale (PLS), Intrinsic/Extrinsic Motivation Scale, and semester GPAs were obtained from college records.

Results: Dispositional mindfulness correlated moderately with self-learning (r = 0.49, p < 0.001) and GPA (r = 0.43, p < 0.001). Intrinsic motivation was associated with dispositional mindfulness (r = 0.41), self-learning (r = 0.42) and GPA (r = 0.50), all p < 0.001. PROCESS mediation (Model 4, 5,000 bootstraps) indicated that intrinsic motivation partially mediated the effect of dispositional mindfulness on self-learning (indirect β = 0.07, SE = 0.02, 95% CI [0.03, 0.10]) and GPA (indirect β = 0.06, SE = 0.02, 95% CI [0.02, 0.09]), accounting for ≈ 28 and 35% of the total effects, respectively. Extrinsic motivation showed small zero-order correlations but did not mediate either outcome.

Conclusion: Higher dispositional mindfulness predicts stronger intrinsic motivation, which in turn fosters sustained self-learning and higher academic achievement; purely extrinsic motives appear insufficient for long-term gains.