Mindful self-care and resilience in first-year undergraduate students

Abstract

Objective Post-secondary students experience elevated levels of academic stress. The objective of the current study is to examine the relationship between a three factor model of resilience (ie, mastery, emotionality reactivity, and relatedness), mindful self-care and flourishing in first-year undergraduate students. Participants A sample (n = 177) of first-year undergraduates were recruited from a large urban university in Alberta during the 2019–2020 academic year. Method A multiple regression analysis was utilized to examine whether the three-factor model of resilience and mindful self-care predicted flourishing in undergraduate students. Results Self-reported resilience significantly predicted flourishing. Specifically, a sense of mastery and a sense of relatedness was positively associated with flourishing. Additionally, mindful self-care significantly predicted flourishing. Specifically, supportive relationships and supportive structure. Conclusions University demands are significant and academic stress reduction interventions should be offered to support students entering post-secondary education.