Motivational foundations of self-control and mindfulness and their role in study–leisure conflicts

Grund, Axel; Senker, Kerstin

doi:10.1016/j.lindif.2018.10.007

Cited by 24Grit, Self-Efficacy, and MotivationEducation, Achievement, and GiftednessBehavioral Health and Interventions

Motivational foundations of self-control and mindfulness and their role in study–leisure conflicts

Grund, Axel, Senker, Kerstin·2018·Learning and Individual Differences

DOI 10.1016/j.lindif.2018.10.007

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Non-judgmental and accepting attention and awareness lead individuals to understand academic stress more objectively and accurately, and consequently allow them to cope with the stress effectively.
“This non-judgmental and accepting attention and awareness lead individuals to understand academic stress in a more objective and accurate way, and consequently allow them to cope with the stress effectively [26, 50, 55].”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [55]
Mindfulness characterized by the being mode facilitates present-focused, acceptance-based coping with academic stress.
“mindfulness characterized by the being mode would facilitate present-focused, acceptance-based coping with academic stress [26, 50, 55].”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [55]
This explanation is consistent with recent findings from the perspective of self-determination theory.
“This explanation is consistent with recent findings from the perspective of SDT [19, 28, 50, 78] (see also Howell and Buro [31] and Grund and Senker [55] for related findings).”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [55]
Studies have integrated mindfulness into self-determination theory to show that having mindful tendencies is more likely to lead to satisfying needs for competence, autonomy, and relatedness because mindfulness allows individuals to perceive and monitor their inner and outer states in comprehensive and receptive ways.
“Studies have integrated mindfulness into SDT to show that having mindful tendencies is more likely to lead to satisfying needs for competence, autonomy, and relatedness [79] because mindfulness allows individuals to perceive and monitor their inner and outer states in comprehensive and receptive ways [19, 50, 55, 80].”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [55]

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Authors: Grund, A., & Senker, K.
Affiliations: Bielefeld University (DE)
Corresponding author: Grund, Axel
ORCID: Grund, Axel
Senker, Kerstin
Venue: Learning and Individual Differences
Publisher: Elsevier BV
Published: 2018-12
Volume: 68
Pages: 72-84
ISSN: 1041-6080 (ISSN-L)
DOI: 10.1016/j.lindif.2018.10.007
OpenAlex: W2898510492
Cited by: 24
References: 79
Citations by year: 2026: 3 · 2025: 2 · 2024: 3 · 2023: 2 · 2022: 4 · 2021: 4 · 2020: 3 · 2019: 1 · 2018: 2
FWCI: 3.20
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Individual Differences (publishedVersion)
Open Repository and Bibliography (University of Luxembourg) (submittedVersion)
Publikationen an der Universität Bielefeld (Universität Bielefeld) (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
Keywords: trait self-control, mindfulness, motivational conflict, value orientations, need satisfaction, activity preferences, academic engagement, leisure participation, students, self-regulation

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