A Study Of The Correlations Among Senior High School Students' Mindfulness,English Learning Engagement,and Academic Performance

Awareness refers to the individual's awareness of the internal and external environment,while attention is a process of focusing on awareness.In other words,mindfulness refers to the attention that you consciously focus on what you are doing.Studies have found that mindfulness can effectively help students to improve physical and mental behavior and cognitive ability,which are exactly the three dimensions of learning engagement.Furthermore,a considerable amount of research has proven the relationship between learning engagement and academic performance.However,at present,researches on mindfulness both at home and abroad mainly focus on its role in mental health,but the correlation between mindfulness and students' academic performance has not been paid enough attention.In the process of learning,learning engagement is an important observation index and one of the predictors of academic performance.Therefore,learning engagement may be an important and representative intermediary factor in exploring the relationship between mindfulness and English academic performance.In view of this,this study attempts to explore the relationship between mindfulness and English academic performance and the mechanism of learning engagement as an intermediary factor,in order to expand the study of mindfulness and provide guidance for improving students' learning engagement and academic performance.This study utilizes quantitative research methods Mindful Attention Awareness Scale(Brown & Ryan,2003)and English Learning Engagement Scale for High School Students(Schaufeli,2002)to measure high school students' mindfulness level and the situation of English learning engagement.The following issues will be addressed: 1)What is the status quo of students' mindfulness and English learning engagement and the differences demonstrated by gender? 2)What are the correlations among mindfulness,English learning engagement,and English academic performance?3)Could learning engagement mediate the correlation between students' mindfulness and academic performance? If yes,to what extend?Through quantitative analysis of the collected questionnaire data,the following conclusions are drawn.1)In general,senior high school students have a relatively high mindfulness level,which suggests that they perform well in self-awareness and attention.But theirEnglish engagement level is in middle and lower levels,which indicates that on the whole,high school students' learning engagement is insufficient.Students rarely take the initiative in learning activities to adjust themselves and their learning strategies.As for the gender differences in mindfulness and learning engagement,no significant difference is revealed.2)There is a positive correlation between high school students' level of mindfulness and their English academic performance,and mindfulness is a predictor of students' performance;students' mindfulness level is also positively related to learning engagement and mindfulness can predict students' emotional engagement dimension of learning engagement;3)Students' learning engagement plays a significant mediating role in the relationship between mindfulness and academic performance,with a mediating effect value of 0.29.Among the three dimensions of learning engagement,emotional engagement has the greatest influence.Based on the above research conclusions,the following suggestions for future senior English teaching are proposed: 1)English teachers should help students use mindfulness learning strategies during the teaching process to stimulate students' interest,cultivate students' English learning awareness,enhance self-confidence and improve learning efficiency;2)teachers should help students realize the process of learning English,paying more attention to their own learning process;3)focus on process teaching and promote independent learning.Teachers should enhance students' self-awareness.