In a pair of studies, the present research examined mindfulness as a mediator through which perceived support for the basic psychological needs of autonomy and competence facilitate adaptive outcomes in a university classroom setting. In Study 1 (N = 199), dispositional mindfulness mediated the relation between perceived support for autonomy and competence in daily life and generalized test anxiety in college students. In Study 2 (N = 328), perceived support for autonomy and competence in the classroom predicted higher test performance and instructor evaluations among college students. Notably, perceived support for autonomy and competence in the classroom predicted increased state mindfulness minutes before a final exam, which in turn was associated with less test anxiety and better test performance, even after controlling for past academic achievement. In summary, instructor support of students’ basic needs for autonomy and competence in the classroom context predicted heightened states of mindful awareness prior to a final exam, which explained improvements in academic performance among students. This research represents a first step toward identifying situational factors that facilitate mindful awareness in academic contexts.

在一对研究中，本研究检验了正念作为调解人的作用，通过这种知觉，对自主性和能力的基本心理需求的支持有助于在大学课堂环境中适应结果。在研究1（N  = 199）中，性格正念介导了对自主性和日常生活能力的支持与大学生考试焦虑之间的关系。在研究2（N = 328），在课堂上对自主性和能力的感知支持预计将提高大学生的考试成绩和教师评价。值得注意的是，在课堂上对自主性和能力的感知支持预测，在期末考试前几分钟的状态正​​念时间会增加，这反过来又可以减少考试焦虑并提高考试成绩，即使在控制了过去的学习成绩之后。总之，教师对学生在课堂环境中对自主性和能力的基本需求的支持，预示着期末考试之前意识意识的增强状态，这说明了学生学习成绩的提高。这项研究是朝着确定在学术环境中促进正念意识的情境因素迈出的第一步。