ORIGINAL RESEARCH article
Front. Educ.
Sec. Psychology in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1673113
The Mediating Role of Academic and Emotional Self-Efficacy in the Relationship between Mindful Attention Awareness and Academic Self-Regulation
Provisionally accepted
- Al Ain University, Al Ain, United Arab Emirates
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Understanding the role of academic and emotional self-efficacy in the relationship between mindful attention awareness and academic self-regulation among university students can help enhance students' academic performance and well-being by illuminating the psychological processes linking mindful attention awareness to academic self-regulation. Studies link mindfulness with self-regulation; however, whether academic and emotional self-efficacy mediates this correlation among students has yet to be studied. We test a structural model to clarify these relations and their implications for academic performance. This study examined the relationship between mindful attention awareness and academic self-regulation, exploring the mediating roles of academic and emotional self-efficacy. Survey research has been used in the current study. The Mindful Attention Awareness Scale (MAAS), the Academic Self-Efficacy Scale (ASES), the Emotional Self-Efficacy Scale (ESES), and the Academic Self-Regulation Scale (ASRS) were administered with undergraduate students (n = 647), most were female (77.1%), aged between 18 and 24 (74.5%), and enrolled primarily in undergraduate programs (91.8%). Most participants were studying humanities and social sciences (56.9%) and resided in the Asian region (87.8%). The results showed that academic self-efficacy positively affects self-planning, self-monitoring, self-instruction, and self-reaction. No significant relationship emerged between the self-evaluation subscale of academic self-regulation and academic self-efficacy. Mindful attention awareness did not show statistically significant correlation with emotional self-efficacy. Our study results demonstrate that academic self-efficacy is a key construct linking mindfulness practices and academic self-regulation, but emotional self-efficacy did not mediate the relationship between mindfulness and academic self-regulation, highlighting the need for more rigorous research into its role in academic contexts.
Keywords: Academic self-efficacy, Academic self-regulation, emotional self-efficacy, mindfulness, undergraduates
Received: 25 Jul 2025; Accepted: 19 Sep 2025.
Copyright: © 2025 Abdel Hadi and Al Quraan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Samer Abdel Hadi, samer.abdelhadi@aau.ac.ae
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