Do micro-breaks between study sessions enhance Chinese university students’ learning concentration?

Amidst technological advancements in artificial intelligence, rapid economic growth, and intense social transformation, college students are facing unprecedented challenges to their learning concentration. In the field of education, confronted with an era of scarce concentration resources, based on affective events theory and the effort-recovery model, this paper seeks to probe into the positive effects of MBSS on learning concentration, investigate the underlying mechanisms and pathways through which these positive effects occur, and explore factors that may enhance such beneficial outcomes. Using cluster random sampling, a questionnaire survey was conducted among 578 college students from three universities in Shandong province. The results indicate a significant positive correlation between MBSS and learning concentration ( β = 0.292, p 0.01). This relationship is mediated separately by study detachment and positive emotions (mediation effect values: 0.044, 95% CI = 0.008, 0.105 and 0.059, 95% CI = 0.018, 0.118, respectively), and further explained through a chain mediating model (mediation effect value: 0.013, 95% CI = 0.004, 0.031). This study holds important theoretical and practical implications for elucidating the positive influence and mechanisms of MBSS on learning concentration, as well as for informing policy-makers and educators in developing relevant strategies and interventions.