Study crafting and learning performance: a multilevel study of the moderating role of instructors’ mindfulness

Purpose Drawing on study demands-resources and key psychological resource theories, this study aims to investigate a multilevel model in which, at level 1, students’ study crafting positively affects their learning performance and, at level 2, instructors’ mindfulness moderates the relationship between students’ study crafting and learning performance. Design/methodology/approach A sample of 2006 business students nested within 68 classes (instructors) at universities in Ho Chi Minh City, Vietnam, was interviewed to collect data using a partial self-administered survey. Findings The findings produced by the SPSS linear mixed models demonstrated that students’ study crafting had a positive effect on their learning performance. In addition, instructors’ mindfulness moderated the effect of students’ study crafting on learning performance. Practical implications Universities should encourage and foster students’ study crafting and instructors’ mindfulness to enhance students’ learning performance. Originality/value This study is among the first to contribute to the business education literature by elucidating the combination of students’ personal and social resources (students’ study crafting and instructors’ mindfulness) to improve their learning performance.