Does Mindfulness Matter for Cognitive Reappraisal and Academic Engagement? A Cross-Lagged Panel Model Study in Filipino High School Students

Abstract

Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school students from Quezon City, Philippines joined this research. Cross-lagged panel structural equation modeling demonstrated that mindfulness had positive concurrent associations with cognitive reappraisal and engagement. Academic engagement was linked to increased subsequent cognitive reappraisal. Mindfulness is linked to increased concurrent cognitive reappraisal and academic engagement. This research contributes to existing evidence regarding the inconclusive links of mindfulness to learning outcomes.