Trait Mindfulness Supports Self-perceived Scholastic Competence in Adolescent Girls

Abstract

Identity development is a core task of adolescence. Self-perceptions of scholastic competence are tied to the academic domain of identity development and have immediate consequences for educational attainment. Understanding the malleability of self-perceptions of scholastic competence, and the factors which may influence its developmental course, are crucial for efforts to improve educational outcomes. This preregistered longitudinal study describes how self-perceived scholastic competence changes across early adolescence, relates to trait mindfulness, and is impacted by school transitions. We investigated these questions in 174 adolescent girls (10–16 years), who each contributed up to three waves of data, using multilevel modeling. Our results demonstrated that prior levels of self-reported mindfulness and school transitions are positively related to self-perceived scholastic competence, whereas age is not.