Skill may not be enough: The role of mindfulness in learning and transfer

Gavriel Salomon, Tamar Globerson

Research output: Contribution to journalArticlepeer-review


The gap between what learners can do and what they actually do can be narrowed down to a great extent by the notion of mindfulness. This construct is defined as the volitional, metacognitively guided employment of non-automatic, usually effortful processes. Mindfulness is a mid-level construct which reflects a voluntary state of mind, and connects among motivation, cognition, and learning. It is both a general tendency and a response to situational demands. This dimension of mindfulness-mindlessness, plays various important roles in different kinds of learning and transfer situations, and for different kinds of learners. Theoretical, operational, and educational implications of this dimension are discussed.

Original languageEnglish
Pages (from-to)623-637
Number of pages15
JournalInternational Journal of Educational Research
Issue number6
StatePublished - 1987
Externally publishedYes

ASJC Scopus subject areas

  • Education


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