DOES CURIOSITY-EXPLORATION ENHANCE MOTIVATION TO ACHIEVE? ENLIGHTENED INFLUENCE THROUGH MINDFULNESS AMONG UNDERGRADUATE STUDENTS

Curiosity-exploration is under emphasized in students learning but it a significant marker of students\' success as it plays an important role in motivation to achieve in all aspects of adult student\'s life. Numerous researches highlighted the significance of mindfulness in achievement motivation of the students. The purpose of the present study, therefore, is to investigate the relationship between curiosity-exploration, mindfulness and achievement motivation in adult students. Sample (N=202) was taken from three higher education institutions of Multan. The age range of the sample was from 18 to 22 years (Mage= 20.23; SD= 2.43). \r\nThree instruments: The Curiosity and Exploration Inventory-II (CEI-II; Kashdan et al., 2009), The Mindfulness Attention Awareness Scale (MAAS: Brown, & Ryan, 2003) and short version of Achievement Motivation Inventory (AMI; Schuler et al. 2004) were used to collect the data. The result showed that there was positive correlation between curiosity-exploration, mindfulness and achievement motivation among adult students. Results also showed that mindfulness was fully mediating the relationship between curiosity-exploration and achievement motivation in undergraduate students reflecting the enlightening influence of mindfulness in students� motivation to achieve. Findings of the study further suggested that in future mindfulness training to be included as a syllabus to enhance motivation to achieve in students especially at undergraduate level where they have to enter into the professional and practical life and fulfill the future responsibilities laid on them. \r\nKey Words: curiosity-exploration, mindfulness, achievement motivation, adult students