Examining the Impact of Mindfulness on Academic Emotions and Cognitive Flexibility among Undergraduates in Chinese Higher Education

This study examined the impact of mindfulness on academic emotions (AE) and cognitive flexibility (CF) among undergraduate Chinese students. Data was collected from 403 participants using three validated instruments: the Mindful Attention Awareness Scale (MAAS), the shortened Academic Emotions Questionnaire (AEQ-S), and the Cognitive Flexibility Scale (CFS). Descriptive statistics were analysed using SPSS, and path analysis was conducted using SMART PLS 4. The findings revealed a significant positive relationship between mindfulness and both AE and CF. AE also significantly mediated the relationship between mindfulness and CF. However, no significant moderating effect was found, indicating that mindfulness directly influences CF regardless of students’ emotional states. This study introduces a novel Mindful Learning Integration Framework (MLIF), which offers practical guidance for incorporating mindfulness practices into educational settings to enhance emotional well-being and cognitive flexibility. Limitations include reliance on self-reported data and a cross-sectional design, which restricts causal inference. Future research may employ longitudinal designs and consider additional variables such as motivation and study habits. Overall, the study highlights the potential of mindfulness as a foundational skill to support academic success among undergraduates