A Study On The Relationship Between Senior High School Students’ Mindfulness And English Academic Performance

Mindfulness can promote learners’ positive emotions and active learning behaviors in the process of learning,which is one of the important factors to improve their English learning efficiency.While academic engagement is mainly reflected by active learning behaviors,which also have an impact on their English academic performance.The present literature shows that scholars at home and abroad have studied mindfulness and English academic engagement from multiple perspectives,but there are few researches on the relationship between mindfulness and English academic performance with academic engagement as a mediating variable.Therefore,this study takes English academic engagement as the mediating variable to explore how senior high school students’ mindfulness and English academic engagement jointly affect their English academic performance,aiming to guide senior high school students to rationally manage their positive emotion,establishing correct learning attitude,and provide factual basis for the reform of English teaching in senior high school.This research adopts the method of questionnaire survey and interview,taking the Mindfulness Attention Awareness Scale and Senior High School Student’s English Classroom Academic Engagement Scale as the main research tools,choosing 291 senior high school students from a middle school in Zhangzhou,Fujian Province as participants,and selecting 9students as the interviewees,attempts to explore the following three questions:1.What is the level of senior high school students’ mindfulness and academic engagement?2.Are there significant differences in senior high school students’ mindfulness and academic engagement between students with high score of English and those with low score?3.Does senior high school students’ academic engagement have an mediating effect on the relationship between mindfulness and English academic performance?Through investigation and data analysis,the results indicate that:1.The senior high school students’ mindfulness is generally at the middle level(m=3.29).Specifically,the level of awareness is the highest(m=3.60),while the level of attention is the lowest(m=3.14).In addition,senior high school students’ English academic engagement is generally at the middle level(m=3.20).Specifically,the level of academic development is the highest(m=3.47),while the level of emotional engagement is the lowest(m=3.02).2.There are significant differences in the mindfulness,and its two sub-dimensions between students with high score of English and those with low score,including awareness and attention(p<0.05).In addition,there are significant differences in the English academic engagement,and its five sub-dimensions between students with high score of English and those with low score,including behavioral engagement,cognitive engagement,emotional engagement,academic development,and mental development(p<0.05).3.Senior high school students’ English academic engagement plays a complete mediating role on the relationship between mindfulness and English academic performance.Among them,the direct effect of mindfulness on English academic performance is 0.131(p>0.05),the indirect effect value is 0.442(p<0.05)and the total effect value is 0.573(p<0.05).Based on the above research results,some relevant teaching suggestions are put forward from the aspects of improving students’ attention and promoting students’ cognitive engagement and emotional engagement,so as to help students improve their concentration in study,enhance their English academic engagement,and improve their English academic performance.