The role of metacognition in mindfulness interventions with Japanese EFL university students

Thomas Stringer*, Kathy Looney

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed.

Original languageEnglish
Pages (from-to)179-195
Number of pages17
JournalLearning: Research and Practice
Volume7
Issue number2
Early online date2 Dec 2020
DOIs
Publication statusPublished - 1 Jun 2021

Keywords

  • Academic development
  • English as a Foreign Language (EFL)
  • Metacognition
  • Mindfulness

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