Cognitive And Affective Mindfulness Scale-Revised Research Articles

Cognition and Emotion: The Cognitive Regulation of Emotions : A Review

One of life’s great challenges is successfully regulating emotions (Gross, 2002). The topic of emotion regulation has been of interest since Freud (1923) began to examine the relationship between the control of affective impulses and psychic health ( Krohne et al., 2002) . The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. Emotion regulation is defined and distinguished from coping, mood regulation, defense, and affect regulation (Gross, 1998). Many studies have been conducted in the field of cognition and emotion; e.g., emotion regulation: Past, present, future (Gross, 1999), the cognitive regulation of emotions: The role of success versus failure experience and coping dispositions (Krohne et al., 2002), the cognitive control of emotion (Ochsner and Gross, 2005), relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples, (Garnefski and Kraaij, 2002), incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders (Campbell-Sills et al., 2007), healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development (John and Gross, 2004), emotion regulation in adulthood: Timing is everything (Gross, 2001 ),emotional states, attention, and working memory. Emotion regulation in depression: Relation to cognitive inhibition (Joormann and Gotlib, 2010), individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being (Gross and John, 2003), mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R)(Laurenceau, 2007), regulation of distress and negative emotions: A developmental view (Kopp, 1989), basic emotions, relations among emotions, and emotion-cognition relations (Izard, 1992), emotional reactivity and cognitive regulation in anxious children, (Carthy, 2010)

The Turkish Version of the Cognitive and Affective Mindfulness Scale-Revised

The mindfulness approach to psychotherapy has become a topic of continuously growing scientific interest. In accordance with such interest, various self-report assessment tools have been developed to measure the mindfulness construct. The majority of the studies conducted to investigate the properties of these assessment instruments included Western populations. Thus, the measurement of mindfulness in non-Western cultures still requires further research. Based on this premise, the psychometric properties of the 10 item Cognitive and Affective Mindfulness Scale-Revised (CAMS-R) were investigated in two different studies using two non-clinical Turkish samples. In Study 1, the psychometric properties of the 10 item CAMS-R were examined in an undergraduate student sample (N = 265). Study 2 extended the examination of the psychometric properties of the CAMS-R to an adult community sample consisting of white-collar public employees (N = 88). The results of both studies showed that the Turkish CAMS-R possessed acceptable levels of internal consistency and the scale displayed convergent as well as concurrent validity. Statistically meaningful relationships were found between mindfulness as measures by Turkish CAMS-R and depression, anxiety, well-being as well as perceived stress. The findings from both studies suggest CAMS-R retains its psychometric properties when utilized in a non-Western culture and the Turkish version of CAMS-R is a valid instrument which can be used to measure mindfulness in the Turkish population.

The Relation Between Self-Report Mindfulness and Performance on Tasks of Sustained Attention

Validation of self-report mindfulness measures has been promising, although comparisons with non-self-report instruments are lacking. Because past research suggests that mindfulness training is associated with improved attention, this study predicted that higher self-report mindfulness would be positively related to performance on tasks of sustained attention. Fifty undergraduates completed the Mindful Attention Awareness Scale (MAAS), the Kentucky Inventory of Mindfulness Skills (KIMS), the Cognitive and Affective Mindfulness Scale, Revised (CAMS-R), and performed the Continuous Performance Test II (CPT-II) and the Paced Auditory Serial Addition Test (PASAT). Mindfulness scores, as measured by the MAAS and CAMS-R, were negatively related to target omissions on the CPT-II (ps ≤ 0.001), but were not related to PASAT performance (ps ≥ 0.11). Scores on the KIMS were not related to the CPT-II or PASAT (ps ≥ 0.15). Results suggest that self-report mindfulness is related to exaggerated lapses of attention, as measured by the CPT-II.

Mindfulness and Emotion Regulation: The Development and Initial Validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R)

As interest grows in mindfulness training as a psychosocial intervention, it is increasingly important to quantify this construct to facilitate empirical investigation. The goal of the present studies was to develop a brief self-report measure of mindfulness with items that cover the breadth of the construct and that are written in everyday language. The resulting 12-item measure demonstrated acceptable internal consistency and evidence of convergent and discriminant validity with concurrent measures of mindfulness, distress, well-being, emotion-regulation, and problem-solving approaches in three samples of university students. To address potential construct contamination in two items, data are also presented on an alternate 10-item version of the measure.