Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior

Table 1 Means, Standard Deviations, and Reliability of Each Measure and Correlations Between Measures

		N	M	SD	1	2	3	4	5	6	7	8	9
1	Mindfulness: observing	173	22.61	4.68	.64
2	Mindfulness: describing	175	22.63	6.06	.03	.87
3	Mindfulness: act-with-awareness	169	25.24	5.44	− .20**	.33**	.82
4	Mindfulness: nonreactivity	173	19.91	3.90	.07	.28**	.13	.67
5	Mindfulness: nonjudging	174	23.23	5.26	− .35**	.17*	.30**	.15	.78
6	Competence perception	175	8.58	2.25	.01	.30**	.23**	.31**	.21**	.66
7	Implicit theory of intelligence	174	9.06	3.21	− .02	− .24**	− .30**	− .06	− .22**	− .13	.85
8	Mastery-approach goals	175	10.82	2.39	.02	.01	.13	− .06	− .06	.08	− .12	.75
9	Mastery-avoidance goals	175	9.34	2.55	.14	.07	− .02	.03	− .07	.22**	.03	.48**	.85
10	Performance-approach goals	174	9.07	3.16	.10	− .05	− .01	.07	− .11	.18*	.00	.53**	.28**
11	Performance-avoidance goals	175	9.28	3.18	.10	− .05	− .10	.00	− .17*	.05	.10	.27**	.27**
12	Autonomous academic reasons	173	27.45	5.40	.11	.11	.18*	.17*	.06	.22**	− .20**	.40**	.26*
13	Controlled academic reasons	172	22.60	5.10	.08	− .17*	− .07	.04	− .10	.03	.19*	.23**	.16*
14	Test anxiety	175	34.97	10.12	.08	− .20**	− .27**	− .14	− .16*	− .09	.16*	.13	.12
15	Enjoyment	173	16.21	5.40	.10	.04	.21**	.07	.14	.19*	− .14	.35**	.29**
16	Lack of study strategies	175	10.06	3.05	.13	− .24**	− .14	− .19*	− .24*	− .35**	.02	− .05	− .14
17	Mind-wandering	173	18.65	4.15	.16*	− .32**	− .57**	− .24**	− .28**	− .28**	.21**	− .17*	− .07
18	Help-seeking avoidance	174	7.37	3.15	.03	− .34**	− .31**	− .10	− .19*	− .16*	.16*	− .18*	− .16*
19	Sex	175	0.59	0.49	.09	− .20**	.07	− .15	.02	− .13	− .02	.07	.01

		N	M	SD	10	11	12	13	14	15	16	17	18
1	Mindfulness: observing	173	22.61	4.68
2	Mindfulness: describing	175	22.63	6.06
3	Mindfulness: act-with-awareness	169	25.24	5.44
4	Mindfulness: nonreactivity	173	19.91	3.90
5	Mindfulness: nonjudging	174	23.23	5.26
6	Competence perception	175	8.58	2.25
7	Implicit theory of intelligence	174	9.06	3.21
8	Mastery-approach goals	175	10.82	2.39
9	Mastery-avoidance goals	175	9.34	2.55
10	Performance-approach goals	174	9.07	3.16	.88
11	Performance-avoidance goals	175	9.28	3.18	.63**	.90
12	Autonomous academic reasons	173	27.45	5.40	.36**	.16*	.86
13	Controlled academic reasons	172	22.60	5.10	.52*	.50*	.15*	.77
14	Test anxiety	175	34.97	10.12	.19*	.34**	.06	.25**	.89
15	Enjoyment	173	16.21	5.40	.24**	.10	.70**	.12	− .07	.91
16	Lack of study strategies	175	10.06	3.05	− .03	.10	− .25**	.17*	.32**	− .25**	.88
17	Mind-wandering	173	18.65	4.15	− .08	.02	− .29**	.03	.23**	− .29**	.33**	.72
18	Help-seeking avoidance	174	7.37	3.15	− .10	.07	− .38**	.09	.14	− .32**	.34**	.43**	.89
19	Sex	175	0.59	0.49	.05	− .06	.05	.06	− .01	.04	.14	− .03	− .04

*p < .05, **p < .01 (two-tailed tests). Sex was coded as 0 for males and 1 for females. Values in the diagonal are Cronbach's alpha coefficients. N ranges from 169 to 175 due to missing data (response rate = 94% to 98%)

ISSN: 2050-7283