Informatics Publishing Limited

V. Neethu ¹, C. Jayan ²

Affiliations
1 Department of Psychology, University of Calicut, Calicut, Kerala, IN
2 Department of Psychology, University of Calicut, Calicut, IN

Abstract

Mindfulness has been conceptualized as “bringing one's complete attention to the present experience on a moment- to-moment basis” and as “paying attention in a particular way: on purpose, in the present moment, and non- judgmentally. Mindfulness has become a focus of research interest in the health sciences. However there is a gap in the literature on a comprehensive review which studies different correlates of dispositiona lmindfulness.Thisarticle review 31studies on correlates of dispositional mindfulness. On the basis of selected articles three broad categories of discussion have been conducted such as the role of dispositional mindfulness as a protective factor in the development of different psychopathological conditions, dispositional mindfulness as a correlate of different psychological functions and finally dispositional mindfulness and it's biological correlates. Different facets of dispositional mindfulness along with possible mechanisms also been discussed.

Keywords

Dispositional Mindfulness, Correlates, Theoretical Mata Analysis, Protective Factor.

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Shamla V. M. ¹, C. Jayan ²

Affiliations
1 Research Mentor, Researchphile Consultancy Services ., IN
2 Department of Psychology University of Calicut, Executive Director CDMRP, Department of Psychology, University of Calicut, Kerala ., IN

Abstract

Students who use self-regulated learning strategies during their learning process are in control of their learning and show high academic achievement. Self-regulated learning strategies can be motivational regulation strategies, cognitive regulation strategies, metacognitive regulation strategies, emotion regulation strategies and behaviour regulation strategies. The primary aim of this study was to develop and standardise a self-report scale on selfregulated learning strategies used by high school students which consisted of 68 items and were administered to 400 students for the pilot study. Confirmatory factor analyses of 42 items confirmed the hypothesized one-second order and five-first order factor structure of self-regulated learning strategies. Cronbach's Alpha was computed at 0.906 for the whole scale.

Keywords

self-regulated learning, self-regulated learning strategies, academic achievement, scale development

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