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y,which is not interdisciplinary and needs to be expanded.Using thequestionnaires and other empirical research methods,this study explores the effect ofmindfulness on students’autonomous English learning ability,which expands the studyof mindfulness in the field of English subject.Furthermore,the mediating role oflearning engagement in the relationship between mindfulness and Non-English majorcollege students’English autonomous learning ability is clarified,providing a newperspective for subsequent intervention research.

Chapter TwoLiterature Review

2.1 Mindfulness

2.1.1 Definitions of mindfulness

In recent years,mindfulness has been recognized in the fields of psychology,medicine,and education at home and abroad to overcome negative emotions andstrengthen positive emotions,which is an important topic worthy of further research.Mindfulness,derived from Sanskrit“samyak-smrti”,has been translated into“正念”bysome researchers.According to the English translation of mindfulness,it has also beentranslated into“心智觉知”.

Mindfulness originated in Buddhist meditation,and developed from zazenmeditation,meditation,and contemplation.Then mindfulness,stripped of its religiouscloak,spread to the West and sparked a craze for practice.After the 1970s,mindfulnessentered the West and attracted the attention of the psychological circle.Kabat-Zinn(1990),a professor at the University of Massachusetts,introduced the concept ofmindfulness into the field of scientific research,and it has been widely used in medicaltreatment and positive psychology.He defined mindfulness as“the awareness thatemerges through paying attention on purpose,in the present moment,andnonjudgmentally to the unfolding of experience moment by moment”(Kabat-Zinn,2001,2003).To put it simply,mindfulness is to keep a clear sense of everythinghappening around you at any moment.It requires observing internal experiences such asthoughts,emotional feelings,and physical sensations as well as external stimuli such asphysical and social environment without judging or reacting to these stimuli and giving them no subjective meaning.It is characterized by a full focus on the present,a highdegree of internal and external awareness,and acceptance of non-judgment(Brown andRyan,2003;Baer et al.,2004).

2.2 Learning engagement

2.2.1 Definitions of learning engagement

As a positive psychological state,engagement has been studied by scholars and hasbecome a hot topic with the rise of positive psychology.Learning engagementoriginally derives from the concept of“job involvement”from the viewpoint oforganizational behavior,meaning engaging in activities with continuous and positiveemotional and cognitive status.Since the concept of student-centered education was putforward,scholars pay more attention to students’psychology,and the theory ofengagement is gradually extended to learning field.At present,academic circles havedifferent definitions of learning engagement.They mainly define and explain theconcept of learning engagement from different perspectives,such as studentsthemselves,school-related,educational activities,and comprehensive perspectives.There are two widely used and generally accepted definitions of engagement inlearning.

One is to extend the concept of“work engagement”.It was Kahn who firstproposed job engagement,which he defined as“the positive combination between the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。