Open Access

ARTICLE

How does mindfulness influence study engagement? The role of affect and psychological capital pathways in university students

Xiang Deng^1,2, Zaida Nor binti Zainudin^1,*, Xiaoling Wang², Wan Norhayati Wan Othman¹

1 Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, 43000, Selangor, Malaysia
2 Faculty of Education and Psychological Science, Sichuan University of Science and Engineering, Zigong, 643000, China

* Corresponding Author: Zaida Nor binti Zainudin. Email:

Journal of Psychology in Africa 2026, 36(1), 9-20. https://doi.org/10.32604/jpa.2026.072027

Received 18 August 2025; Accepted 28 November 2025; Issue published 26 February 2026

Abstract

Mindfulness would enhance university students’ emotional well-being and study engagement. However, the role of affect (positive and negative emotions) and psychological resources (psychological capital) linking mindfulness to study engagement remain underexplored. This cross-sectional study surveyed 688 Chinese university students (females = 413, mean age = 20.3, SD = 0.83), using validated self-report measures of mindfulness, positive and negative emotions, psychological capital, and study engagement. Structural equation modeling and bias-corrected bootstrap analyses (5000 resamples) revealed that mindfulness directly enhanced positive emotions, psychological capital, and study engagement, while reducing negative emotions. Positive emotions partially mediated the positive effect of mindfulness on psychological capital and study engagement. Negative emotions partially and negatively mediated only the mindfulness–psychological capital link. Psychological capital independently mediated the mindfulness–engagement relationship, and two sequential mediation pathways emerged: (a) mindfulness → positive emotions → psychological capital → higher study engagement and (b) mindfulness → reduced negative emotions → psychological capital → higher study engagement. Consistent with broaden-and-build (B&B) theory and Conservation of Resources (COR) theory, these findings suggest that mindfulness fosters study engagement primarily by promoting positive emotional experiences and strengthening psychological capital. By implication, university student support programs should employ mindfulness-based interventions to cultivate emotional and psychological resources for higher students’ engagement and overall well-being.

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Keywords

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