Emotional experiences and mindfulness in predicting psychological capital and study engagement: evidence from a two-wave cross-lagged panel study of Chinese university students

This study examined how mindfulness, positive emotions, negative emotions, psychological capital, and study engagement were linked over time among Chinese university students. Guided by the Broaden-and-Build theory and Conservation of Resources theory, a two-wave panel survey was conducted with 341 undergraduates from three faculties at a university in southern Sichuan, China, with data collected in September and December 2024. All variables were measured at both time points using validated self-report scales. Cross-sectional confirmatory factor analyses supported the measurement model at both waves, and longitudinal CFA supported configural, metric, and scalar invariance across time. Cross-lagged panel modeling showed that all five constructs were moderately stable. Positive emotions at Time 1 positively predicted later psychological capital, study engagement, and mindfulness, whereas negative emotions at Time 1 negatively predicted later psychological capital, study engagement, positive emotions, and mindfulness. In addition, mindfulness at Time 1 negatively predicted positive emotions at Time 2. Overall, positive and negative emotions emerged as stronger longitudinal predictors than mindfulness. The findings suggest that positive emotions may serve as resource-building experiences, whereas negative emotions may undermine later academic and psychological adaptation. They also indicate that the longitudinal role of mindfulness may be more complex than often assumed in higher education contexts.