Effects of attentional control, mindfulness, and distraction skills on college students’ depressive tendencies

Abstract

This study examined the effects of distraction on college students’ depressive tendencies caused by interpersonal stress, focusing on attentional control, mindfulness, and distraction skills. We conducted a web-based survey of college students (N=267; mean age=19.66 years, SD=1.40) that administered scales assessing attention control, mindfulness, distraction skill, and depressive tendencies. An analysis of covariance was conducted to examine a model in which attentional control alleviates depressive tendencies by increasing mindfulness, which influences distraction skills. Multiple regression analyses of attentional control and mindfulness effects on distractor skills revealed that “Non-reactivity” in mindfulness affects distraction skills. In contrast, “observing” promoted reliance on distraction, suggesting that increased mindfulness and attentional control are essential to prevent dependence on distraction. Future studies need to implement mindfulness meditation interventions to increase attentional control and mindfulness and elaborate changes in each variable and the relationships among the variables.