Structural Model of the causal relationships between Mindfulness, Achievement Emotions, and Cognitive Development among Qassim University Students

Abstract

The current research aimed to identify levels of: cognitive development, achievement emotions, and mindfulness among Qassim University students, as well as revealing the best path model that explains the causal relationships between cognitive development, achievement emotions, and mindfulness among them, and the correlational descriptive approach was used, and the basic sample consisted of (663) male and female students, The list of cognitive development prepared by (Zhang, 1995) translated by (Issa and Rashwan 2011), the scale of achievement emotions prepared by (Pekrun, et al., 2002) translated by (Al-Watban, 2013), and the mindfulness scale prepared by (Paer et al., 2006) translated by the researchers were To examine the research hypotheses, One Sample "T" test, and Structural Equation Modeling. The results showed differences in the prevalence of achievement emotions among students, and that they have low levels of emotions (boredom, anger, shyness, anxiety, despair, enjoyment), and a high level of the emotion (pride). The results also showed a low level in the dimensions of mindfulness among the sample. And there are direct and indirect effects of cognitive development on mindfulness through achievement emotions among university students.