Ager, K., Albrecht, N. J., & Cohen, M. (2015). Mindfulness in schools research project: exploring students’ perspectives of mindfulness—what are students’ perspectives of learning mindfulness practices at school?.Psychology, 6(07), 896. DOI: https://doi.org/10.4236/psych.2015.67088
Anindita, A., & Etikariena, A. (2020). Hubungan trait mindfulness dan keterikatan kerja dengan melibatkan peran mediasi modal psikologis. Jurnal Psikogenesis, 8(1), 1-17. Retrieved from file:///C:/Users/User/AppData/Local/Temp/1039-3049-1-PB.pdf
Ariani, L. (2019) Keterikatan siswa (student engagement) di sekolah sebagai salah satu upaya peningkatan keberhasilan siswa di sekolah. Retrieved from: http://fppsi.um.ac.id/wpcontent/uploads/2019/07/13-keterlibatan-siswa-student-engagement-di-sekolah-sebagai-salah-satu-upaya-peningkatan-103-110.pdf
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206. DOI: https://doi.org/10.1177%2F1073191104268029
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self‐report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45. DOI: https://doi.org/10.1177/1073191105283504
Bajaj, B., Gupta, R., & Pande, N. (2016). Self-esteem mediates the relationship between mindfulness and well-being. Personality and Individual Differences, 94, 96-100. DOI: https://dois.org/10.1016/j.paid.2016.01.020
Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition, 37, 123-132. DOI :https://doi.org/10.1016/j.concog.2015.09.001
Battle, J., Jarratt, L., Smit, S., & Precht, D. A. N. (1988). Relations among self-esteem, depression and anxiety of children. Psychological Reports, 62(3), 999-1005. DOI: https://doi.org/10.2466%2Fpr0.1988.62.3.999
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. InM. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23). Chicago: University of Chicago Press.
Dharmayana, I. W., Kumara, A., & Wirawan, Y. G. (2012). Keterikatan siswa (keterikatan siswa) sebagai mediator kompetensi emosi dan prestasi akademik. Jurnal Psikologi,39(1), 76-94.DOI: https://doi.org/10.22146/jpsi.6968
Dwistia, H., Purwanto, E., & Sunawan, S. (2016). Keefektifan konseling kelompok dengan strategi self management dalam meningkatkan classroom engagement siswa. Jurnal Bimbingan Konseling, 5(2), 113-118. DOI: https://doi.org/10.15294/jubk.v5i2.14028
Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2010, September). The applications of mindfulness with students of secondary school: Results on the academic performance, self-concept and anxiety. In world summit on knowledge society (pp. 83-97).Springer, Berlin, Heidelberg. Retrieved from: https://link.springer.com/chapter/10.1007/978-3-642-16318-0_10
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence.Review of Educational Research, 74(1), 59-109. DOI:
https://doi.org/10.3102%2F00346543074001059
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Interventions for keterikatan siswa: Overview and state of the field. In Handbook of keterikatan siswa interventions (pp. 1-11). Academic Press. DOI: https://doi.org/10.1016/B978-0-12-813413-9.00001-2
Hayes, Andrew F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression‐Based Approach. New York, NY: The Guilford Press
Jannah, A. M. (2019). Hubungan mindfulness dan penerimaan diri pada remaja dengan orang tua tunggal (Doctoral dissertation, University of Muhammadiyah Malang). Retrieved from: https://eprints.umm.ac.id/48287/
Jang, H. J., & Jeon, M. K. (2015). Relationship between self-esteem and mental health according to mindfulness of university students. Indian Journal of Science and Technology, 8(21), 1. DOI:
https://doi.org/10.17485/ijst/2015/v8i21/78459
Kurnaedi, N., Sugiharto, D. Y. P., & Sunawan, S. (2020). The effectiveness of mindfulness deep breathing in classical format to increase students’ academic engagement. Jurnal Bimbingan Konseling, 9(1), 29-30. DOI: https://doi.org/10.15294/jubk.v10i1.35146
Lester, Frank K. 2013. Though about researchon mathematical problem-solving
instruction. Jurnal TME, vol 10 no 1& 2, ISSN 1551-3440, pp.245-278. Retrieved from: https://scholarworks.umt.edu/tme/vol10/iss1/12/
Levine, G. (2008). A Foucaultian approach to academic anxiety. Educational studies, 44(1), 62-76. DOI: https: //doi.org/10.1080/00131940802225101
Lin, Y. T. (2020). The interrelationship among psychological capital, mindful learning, and english learning engagement of university students in Taiwan. SAGE Open, 10(1), DOI: https://doi.org/10.1177/2158244020901603
Mai, M. Y., & Asma'A, A. F. A. (2016). Modeling the relation between self-esteem, loneliness and engagement as factors of children achievement in science. European Journal of Social Science Education and Research, 3(1), 107-120. DOI: https://dx.doi.org/10.26417/ejser.v6i1.p107-120
Maroco, J., Maroco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student’s engagement: Development of the university student’s engagement inventory (USEI). Psicologia: Reflexão e Crítica, 29(1), 21. Retrieved from:
https://link.springer.com/article/10.1186/s41155-016-0042-8
Martín, A. B. B., del Carmen Pérez-Fuentes, M., Jurado, M. D. M. M., Martínez, Á. M., Márquez, M. D. M. S., Sisto, M., & Linares, J. J. G. (2021). Emotional intelligence and academic engagement in adolescents: The mediating role of self-esteem. Psychology research and behavior management, 14, 307. DOI: https://doi.org/10.2147/PRBM.S302697
Medlin, B., & Faulk, L. (2011). The relationship between optimism and engagement: the impact on student performance. Research in Higher Education Journal, 13. Retrieved from: https://eric.ed.gov/?id=EJ1068808
Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. P. (2018). Brief report: A preliminary investigation of a mindful breathing intervention to increase academic engagement in an alternative educational setting. Behavioral Disorders, 43(4), 436-443. DOI: https://doi.org/10.1177/0198742917740870
Palupi, E. P. D., Sunawan, S., & Murtadho, A. (2020). The effectiveness of group counseling with stress inoculation training to improve students self-esteem. Jurnal Bimbingan Konseling, 9(3), 164-168. DOI: 10.15294/jubk.v913,43586
Park, H. J., & Dhandra, T. K. (2017). The effect of trait emotional intelligenceon the relationship between dispositional mindfulness and self-esteem. Mindfulness, 8(5), 1206-1211. Retrieved from: : https://link.springer.com/article/10.1007/s12671-017-0693-2
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and students' engagement, to SL Christenson, AL Reschly, & C. Wylie (Eds.), The Handbook of research on keterikatan siswa(pp. 259-282). Retrieved from: https://link.springer.com/chapter/10.1007/978-1-4614-2018-7_12
Pepping, C. A., O’Donovan, A., & Davis, P. J. (2013). The positive effects of mindfulness on self-esteem. The Journal of Positive Psychology, 8(5), 376-386. DOI: https://doi.org/10.1080/17439760.2013.807353
Puspita, D. A., Mugiarso, H., & Mulawarman, M. (2019). Penerapan layanan bimbingan kelompok dengan pendekatan experiential learning untuk meningkatkan self-esteem. Indonesian Journal of Guidance and Counseling: Theory and Application, 8(1), 7-12. DOI:
https://doi.org/10.15294/ijgc.v7i2.19843
Putri, I. N., Ahied, M., & Rosidi, I. (2019). Pengaruh model pembelajaran ARCS (Attention, Relevance, Confidence, Satisfaction) terhadap self esteem siswa. Natural Science Education Research, 2(1), 1-7. Retrieved from: https://journal.trunojoyo.ac.id/nser/article/view/4216/3697
Rasmussen, M. K., & Pidgeon, A. M. (2011). The direct and indirect benefits of dispositional mindfulness on self-esteem and social anxiety. Anxiety, Stress, & Coping, 24(2), 227-233. DOI: https://doi.org/10.1080/10615806.2010.515681
Reeve, J. (2012). Handbook of research onstudent engagement. Journal of Educational psychology. 24(14). 149-172. DOI: 10.1007/978-1-4614-2018-7_7
Rosenberg, M. (1965). Rosenberg self-esteem scale (RSES). Acceptance and commitment therapy. Measures Package, 61(52), 18. Retrieved from: file:///C:/Users/User/AppData/Local/Temp/ACTmeasures.pdf
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal Of Educational Psychology, 85(4), 571. DOI: https://doi.org/10.1037/00220663.85.4.571
Susanti, P. D., Wibowo, M. E. W. M. E., & Mulawarman, M. (2019). The effectiveness of acceptance and commitment therapy counseling and mindfulness-based cognitive counseling to reduce school burnout. Jurnal Bimbingan Konseling, 8(4), 173-178. DOI: https://doi.org/10.15294/jubk.v9i2.34352
Thompson, B. L., & Waltz, J. A. (2008). Mindfulness, self-esteem, and unconditional self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(2), 119-126. DOI: https://doi.org/10.1007/s10942-007-0059-0
Virtanen, T. E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement. Journal for Educational Research Online, 8(2), 136-157. URN : http://nbn-resolving.org/urn:nbn:de:0111-pedocs-124
Widyaswara, I. B., Wardono, W., & Asih, T. S. N. (2019). Mathematical literacy ability viewed from keterikatan siswa on formulate share listen create model with reciprocal teaching approach assisted by edmodo. Unnes Journal of Mathematics Education Research, 8(2), 188-194. Retrieved from: https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/28093
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring mindfulness—the Freiburg mindfulness inventory (FMI). Personality and Individual Differences, 40(8), 1543-1555. DOI: https://doi.org/10.1016/j.paid.2005.11.025
Wijaya, M., Sofah, R., & Hakim, I. A. (2019). Tingkat kecemasan belajar pada peserta didik yang memiliki prestasi akademik rendah di kelas x SMK Negeri 4 Palembang. Jurnal Konseling Komprehensif: Kajian Teori dan Praktik Bimbingan dan Konseling, 6(1), 40-48. Retrieved from: file:///C:/Users/User/AppData/Local/Temp/267824945.pdf
Zhang, F., Feng, S., & Li, J. (2021). How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe. Psychology in the Schools, 58(1), 203-216. DOI: https://doi.org/10.1002/pits.22439
Anindita, A., & Etikariena, A. (2020). Hubungan trait mindfulness dan keterikatan kerja dengan melibatkan peran mediasi modal psikologis. Jurnal Psikogenesis, 8(1), 1-17. Retrieved from file:///C:/Users/User/AppData/Local/Temp/1039-3049-1-PB.pdf
Ariani, L. (2019) Keterikatan siswa (student engagement) di sekolah sebagai salah satu upaya peningkatan keberhasilan siswa di sekolah. Retrieved from: http://fppsi.um.ac.id/wpcontent/uploads/2019/07/13-keterlibatan-siswa-student-engagement-di-sekolah-sebagai-salah-satu-upaya-peningkatan-103-110.pdf
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206. DOI: https://doi.org/10.1177%2F1073191104268029
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self‐report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45. DOI: https://doi.org/10.1177/1073191105283504
Bajaj, B., Gupta, R., & Pande, N. (2016). Self-esteem mediates the relationship between mindfulness and well-being. Personality and Individual Differences, 94, 96-100. DOI: https://dois.org/10.1016/j.paid.2016.01.020
Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition, 37, 123-132. DOI :https://doi.org/10.1016/j.concog.2015.09.001
Battle, J., Jarratt, L., Smit, S., & Precht, D. A. N. (1988). Relations among self-esteem, depression and anxiety of children. Psychological Reports, 62(3), 999-1005. DOI: https://doi.org/10.2466%2Fpr0.1988.62.3.999
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. InM. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23). Chicago: University of Chicago Press.
Dharmayana, I. W., Kumara, A., & Wirawan, Y. G. (2012). Keterikatan siswa (keterikatan siswa) sebagai mediator kompetensi emosi dan prestasi akademik. Jurnal Psikologi,39(1), 76-94.DOI: https://doi.org/10.22146/jpsi.6968
Dwistia, H., Purwanto, E., & Sunawan, S. (2016). Keefektifan konseling kelompok dengan strategi self management dalam meningkatkan classroom engagement siswa. Jurnal Bimbingan Konseling, 5(2), 113-118. DOI: https://doi.org/10.15294/jubk.v5i2.14028
Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2010, September). The applications of mindfulness with students of secondary school: Results on the academic performance, self-concept and anxiety. In world summit on knowledge society (pp. 83-97).Springer, Berlin, Heidelberg. Retrieved from: https://link.springer.com/chapter/10.1007/978-3-642-16318-0_10
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence.Review of Educational Research, 74(1), 59-109. DOI:
https://doi.org/10.3102%2F00346543074001059
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Interventions for keterikatan siswa: Overview and state of the field. In Handbook of keterikatan siswa interventions (pp. 1-11). Academic Press. DOI: https://doi.org/10.1016/B978-0-12-813413-9.00001-2
Hayes, Andrew F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression‐Based Approach. New York, NY: The Guilford Press
Jannah, A. M. (2019). Hubungan mindfulness dan penerimaan diri pada remaja dengan orang tua tunggal (Doctoral dissertation, University of Muhammadiyah Malang). Retrieved from: https://eprints.umm.ac.id/48287/
Jang, H. J., & Jeon, M. K. (2015). Relationship between self-esteem and mental health according to mindfulness of university students. Indian Journal of Science and Technology, 8(21), 1. DOI:
https://doi.org/10.17485/ijst/2015/v8i21/78459
Kurnaedi, N., Sugiharto, D. Y. P., & Sunawan, S. (2020). The effectiveness of mindfulness deep breathing in classical format to increase students’ academic engagement. Jurnal Bimbingan Konseling, 9(1), 29-30. DOI: https://doi.org/10.15294/jubk.v10i1.35146
Lester, Frank K. 2013. Though about researchon mathematical problem-solving
instruction. Jurnal TME, vol 10 no 1& 2, ISSN 1551-3440, pp.245-278. Retrieved from: https://scholarworks.umt.edu/tme/vol10/iss1/12/
Levine, G. (2008). A Foucaultian approach to academic anxiety. Educational studies, 44(1), 62-76. DOI: https: //doi.org/10.1080/00131940802225101
Lin, Y. T. (2020). The interrelationship among psychological capital, mindful learning, and english learning engagement of university students in Taiwan. SAGE Open, 10(1), DOI: https://doi.org/10.1177/2158244020901603
Mai, M. Y., & Asma'A, A. F. A. (2016). Modeling the relation between self-esteem, loneliness and engagement as factors of children achievement in science. European Journal of Social Science Education and Research, 3(1), 107-120. DOI: https://dx.doi.org/10.26417/ejser.v6i1.p107-120
Maroco, J., Maroco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student’s engagement: Development of the university student’s engagement inventory (USEI). Psicologia: Reflexão e Crítica, 29(1), 21. Retrieved from:
https://link.springer.com/article/10.1186/s41155-016-0042-8
Martín, A. B. B., del Carmen Pérez-Fuentes, M., Jurado, M. D. M. M., Martínez, Á. M., Márquez, M. D. M. S., Sisto, M., & Linares, J. J. G. (2021). Emotional intelligence and academic engagement in adolescents: The mediating role of self-esteem. Psychology research and behavior management, 14, 307. DOI: https://doi.org/10.2147/PRBM.S302697
Medlin, B., & Faulk, L. (2011). The relationship between optimism and engagement: the impact on student performance. Research in Higher Education Journal, 13. Retrieved from: https://eric.ed.gov/?id=EJ1068808
Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. P. (2018). Brief report: A preliminary investigation of a mindful breathing intervention to increase academic engagement in an alternative educational setting. Behavioral Disorders, 43(4), 436-443. DOI: https://doi.org/10.1177/0198742917740870
Palupi, E. P. D., Sunawan, S., & Murtadho, A. (2020). The effectiveness of group counseling with stress inoculation training to improve students self-esteem. Jurnal Bimbingan Konseling, 9(3), 164-168. DOI: 10.15294/jubk.v913,43586
Park, H. J., & Dhandra, T. K. (2017). The effect of trait emotional intelligenceon the relationship between dispositional mindfulness and self-esteem. Mindfulness, 8(5), 1206-1211. Retrieved from: : https://link.springer.com/article/10.1007/s12671-017-0693-2
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and students' engagement, to SL Christenson, AL Reschly, & C. Wylie (Eds.), The Handbook of research on keterikatan siswa(pp. 259-282). Retrieved from: https://link.springer.com/chapter/10.1007/978-1-4614-2018-7_12
Pepping, C. A., O’Donovan, A., & Davis, P. J. (2013). The positive effects of mindfulness on self-esteem. The Journal of Positive Psychology, 8(5), 376-386. DOI: https://doi.org/10.1080/17439760.2013.807353
Puspita, D. A., Mugiarso, H., & Mulawarman, M. (2019). Penerapan layanan bimbingan kelompok dengan pendekatan experiential learning untuk meningkatkan self-esteem. Indonesian Journal of Guidance and Counseling: Theory and Application, 8(1), 7-12. DOI:
https://doi.org/10.15294/ijgc.v7i2.19843
Putri, I. N., Ahied, M., & Rosidi, I. (2019). Pengaruh model pembelajaran ARCS (Attention, Relevance, Confidence, Satisfaction) terhadap self esteem siswa. Natural Science Education Research, 2(1), 1-7. Retrieved from: https://journal.trunojoyo.ac.id/nser/article/view/4216/3697
Rasmussen, M. K., & Pidgeon, A. M. (2011). The direct and indirect benefits of dispositional mindfulness on self-esteem and social anxiety. Anxiety, Stress, & Coping, 24(2), 227-233. DOI: https://doi.org/10.1080/10615806.2010.515681
Reeve, J. (2012). Handbook of research onstudent engagement. Journal of Educational psychology. 24(14). 149-172. DOI: 10.1007/978-1-4614-2018-7_7
Rosenberg, M. (1965). Rosenberg self-esteem scale (RSES). Acceptance and commitment therapy. Measures Package, 61(52), 18. Retrieved from: file:///C:/Users/User/AppData/Local/Temp/ACTmeasures.pdf
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal Of Educational Psychology, 85(4), 571. DOI: https://doi.org/10.1037/00220663.85.4.571
Susanti, P. D., Wibowo, M. E. W. M. E., & Mulawarman, M. (2019). The effectiveness of acceptance and commitment therapy counseling and mindfulness-based cognitive counseling to reduce school burnout. Jurnal Bimbingan Konseling, 8(4), 173-178. DOI: https://doi.org/10.15294/jubk.v9i2.34352
Thompson, B. L., & Waltz, J. A. (2008). Mindfulness, self-esteem, and unconditional self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(2), 119-126. DOI: https://doi.org/10.1007/s10942-007-0059-0
Virtanen, T. E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement. Journal for Educational Research Online, 8(2), 136-157. URN : http://nbn-resolving.org/urn:nbn:de:0111-pedocs-124
Widyaswara, I. B., Wardono, W., & Asih, T. S. N. (2019). Mathematical literacy ability viewed from keterikatan siswa on formulate share listen create model with reciprocal teaching approach assisted by edmodo. Unnes Journal of Mathematics Education Research, 8(2), 188-194. Retrieved from: https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/28093
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring mindfulness—the Freiburg mindfulness inventory (FMI). Personality and Individual Differences, 40(8), 1543-1555. DOI: https://doi.org/10.1016/j.paid.2005.11.025
Wijaya, M., Sofah, R., & Hakim, I. A. (2019). Tingkat kecemasan belajar pada peserta didik yang memiliki prestasi akademik rendah di kelas x SMK Negeri 4 Palembang. Jurnal Konseling Komprehensif: Kajian Teori dan Praktik Bimbingan dan Konseling, 6(1), 40-48. Retrieved from: file:///C:/Users/User/AppData/Local/Temp/267824945.pdf
Zhang, F., Feng, S., & Li, J. (2021). How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe. Psychology in the Schools, 58(1), 203-216. DOI: https://doi.org/10.1002/pits.22439
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Affiliations
Munik Yuni Artika
Universitas Islam Negeri Raden Intan Lampung
Sunawan Sunawan
Pascasarjana Universitas Negeri Semarang
Awalya Awalya
Pascasarjana Universitas Negeri Semarang
How to Cite
Artika, M. Y., Sunawan, S., & Awalya, A. (2021). Mindfulness and Student Engagement: The Mediation Effect of Self Esteem. Jurnal Bimbingan Konseling, 10(2), 89-98. https://doi.org/10.15294/jubk.v10i2.47991
Mindfulness and Student Engagement: The Mediation Effect of Self Esteem
Vol 10 No 2 (2021): August 2021
Submitted: Jul 5, 2021
Published: Aug 30, 2021
Abstract
Student engagement in learning is essential in creating active, creative, and fun learning. Unfortunately, not all students are engaged cognitively, emotionally, and behaviorally in learning. This study intends to prove that self-esteem can mediate the relationship between mindfulness and student engagement. This correlational study involved 469 students from four Senior/Vocational High schools in East Lampung Regency. The result of this study revealed that mindfulness predicts higher self-esteem. Mindfulness predicts student engagement. Self-esteem predicts student engagement. Mindfulness also increases student engagement through increased self-esteem. The implications of this study suggest the importance of appreciating student’s mental state and performance in the learning process.