Kentucky Inventory Of Mindfulness Skills Research Articles

THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY

Fear of failure is an emotional reaction that causes fear when in a situation that might cause failure. The phenomenon of fear of failure can be related to mindfulness, where mindfulness can reduce fear of failure. This study aims to determine the relationship between mindfulness and fear of failure in students who are working on a thesis at Padang State University. This study uses a correlational quantitative research design. The targets of this study were students who were working on a thesis at Padang State University using proportional sampling technique totalling 236 people. The mindfulness measuring instrument in this study used The Kentucky Inventory of Mindfulness Skills (KIMS) and the fear of failure scale using the Performance Failure Appraisal Inventory (PFAI). Based on the data analysis that has been done, the correlation value is obtained r = -0.298 and p = 0.000 (p < 0.05), which indicates that there is a significant negative relationship between mindfulness and fear of failure of students who are working on their thesis at Padang State University.

THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY

Fear of failure is an emotional reaction that causes fear when in a situation that might cause failure. The phenomenon of fear of failure can be related to mindfulness, where mindfulness can reduce fear of failure. This study aims to determine the relationship between mindfulness and fear of failure in students who are working on a thesis at Padang State University. This study uses a correlational quantitative research design. The targets of this study were students who were working on a thesis at Padang State University using proportional sampling technique totalling 236 people. The mindfulness measuring instrument in this study used The Kentucky Inventory of Mindfulness Skills (KIMS) and the fear of failure scale using the Performance Failure Appraisal Inventory (PFAI). Based on the data analysis that has been done, the correlation value is obtained r = -0.298 and p = 0.000 (p < 0.05), which indicates that there is a significant negative relationship between mindfulness and fear of failure of students who are working on their thesis at Padang State University.

Change motivation and mindfulness in individual psychotherapy: Examining a sample of adult outpatients with depression and/or anxiety.

Existing literature has demonstrated that both motivation to change and mindfulness are associated with therapy outcomes in samples with mental disorders. Between the constructs of mindfulness and motivation to change occurs some theoretical-related and empirical overlap. However, it is still little known about the association of these two constructs. For this reason, we investigated the relationship of motivation to change and mindfulness in a sample of 116 adult outpatients with a primary diagnosis of depression or anxiety. An outpatient sample of 116 depressive and/or anxious patients filled in the German short version of the University of Rhode Island Change Assessment (URICA-S) and the German version of the Kentucky Inventory of Mindfulness Skills (KIMS) before the start of cognitive-behavioral therapy (pre) and after the 25th cognitive-behavioral therapy session (post). To assess the association between change motivation and mindfulness, we calculated correlations, hierarchical regressions and cross-lagged panel models (CLPM). Several positive and negative significant correlations at the premeasurement time point, at the postmeasurement time point, and over time (from pre to postmeasurement time point) demonstrated a relation between the KIMS and the URICA-S. Hierarchical regression analyses and CLPM pointed towards relations between mindfulness and change motivation over time and in both directions for some subscales of the KIMS and the URICA-S. A bidirectional relation between motivation to change and mindfulness was supported in our naturalistic psychotherapy setting for several subscales. For a better understanding of the interconnection between the two constructs, future research should focus on the application of interventions to improve either mindfulness or motivation to change in psychotherapy. Additionally, the interactional effects of mindfulness and change motivation on therapy outcomes should be investigated.

Basque Adaptation of the Reduced Kentucky Inventory of Mindfulness Skills (KIMS-R)

ObjectivesMindfulness consists of paying attention to the present moment with curiosity, acceptance and non-judgment. Although several instruments exist for evaluating mindfulness in adults, few have been adapted for children, and even fewer have been adapted to the Basque language. The aim of the present study is to adapt the Reduced Kentucky Inventory of Mindfulness Skills (KIMS-R) questionnaire for use with Basque-speaking children.MethodA total of 479 children from the last 2 years of primary education (Years 5 and 6), aged between 9 and 12 years, participated in this study. The sample was divided into two subgroups: exploratory subsample (n = 237) and confirmatory subsample (n = 242). In addition to the KIMS-R, we also administered other questionnaires to measure mindfulness, perceived stress, emotional skills, neuroticism and depression.ResultsThe analysis showed that the adapted questionnaire was reliable, with scores measuring consistency and stability in acceptable ranges. The analysis revealed a 5-factor structure (Internal observation, External observation, Description, Acting with awareness and Acceptance without judgment). These dimensions showed acceptable internal consistency (α between 0.69 and 0.83; ω between 0.69 and 0.83) and temporal stability (r = 0.54, 0.64, 0.79, 0.40, 0.59). The instrument was also found to have adequate external validity, with associations being observed between mindfulness and emotional abilities, perceived stress, neuroticism and depression.ConclusionsThe Basque version of the KIMS-R will enable scholars to assess the ability of children in the Basque Autonomous Community to be mindful. It will also be useful for evaluating the effectiveness of interventions designed to promote mindfulness skills. This adaptation of the KIMS-R instrument can be considered a step forward in the field of mindfulness research.PreregistrationThis study is not preregistered.

Validation of a Chinese Short Version of the Kentucky Inventory of Mindfulness Skills (KIMS-17) Among People Recovering from Mental Illness

Validation of a Chinese Short Version of the Kentucky Inventory of Mindfulness Skills (KIMS-17) Among People Recovering from Mental Illness

The mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes

IntroductionThis study aimed to examine the mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes. MethodsThe research was conducted by correlation method) using Structural Equation Modeling). The statistical population consisted of all women and men with type 2 diabetes. Two hundred fifty-three samples were selected by convenience sampling method. The participants responded to the Cognitive Emotion Regulation Questionnaire, the Kentucky inventory of mindfulness skills, and the Cognitive Flexibility Inventory. ResultsThe results showed that the total path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.243, P = 0.005) was positive and significant, and the total path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.453, P = 0.001) was negative and significant. The path coefficient between cognitive flexibility and mindfulness (β = 0.273, P = 0.009) was positive and significant. The indirect path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.094, P = 0.007) was positive and significant, and the indirect path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.117, P = 0.009) was negative and significant. ConclusionImproving emotion regulation skills increases cognitive flexibility and mindfulness in patients with type 2 diabetes.

Mindfulness skills in trainee child and adolescent psychotherapists: Exploring the effects of mindfulness‐based workshops in a mixed‐methods study

AbstractObjectivesMindfulness may be a helpful tool to enhance psychotherapists' self‐care and intrapersonal skills. To gain deeper knowledge about how to improve mindfulness skills in child and adolescent psychotherapists, we investigated the impact of two mindfulness‐based workshops and a self‐experience interval (individual homework practice of mindfulness exercises) on quantitative and qualitative measures in a nonrandomised study.MethodsThirty‐six trainee psychotherapists took part in the 6‐week workshop‐based mindfulness intervention (experimental group, EG). Twenty‐one trainee psychotherapists served as a comparison group (CG). All participants completed the Kentucky Inventory of Mindfulness Skills (KIMS‐D), the Self‐Compassion Scale (SCS‐D) and the Empathy Scale for Social Workers (ESSW) at pre, post and 6‐month follow‐up. Benefits of the regular use of mindfulness practice of 10 trainee psychotherapists in the EG were analysed using qualitative content analysis at the 6‐month follow‐up.ResultsThe quantitative analyses revealed a significant increase over time on the KIMS‐D subscale “acting with awareness” in both groups and a significant increase over time on the KIMS‐D subscale “accepting without judgment” in the EG in contrast to the CG. The qualitative analyses indicated good acceptance of the mindfulness‐based workshop intervention. Qualitative changes referred to the achievement of knowledge in theory and practice concerning mindfulness and the integration of mindfulness‐based interventions in everyday life.ConclusionThe mindfulness intervention appeared to produce quantitative long‐term changes concerning mindfulness aspects and qualitative changes. Future research should elaborate conditions (i.e., intervention length, intensity and setting) that may influence the manifestation of quantitative and/or qualitative changes in mindfulness‐based workshop interventions in professionals.

The Effectiveness of Self-Compassion-Based Therapy on Health-Oriented Lifestyle and Mindfulness in Students with Psychological Distress

Objective: The present study aimed to examine the effectiveness of self-compassion-based therapy on a health-oriented lifestyle and mindfulness in students with psychological distress. Methods and Materials: The study was applied in purpose, utilized a quasi-experimental method, and employed a pretest-posttest control group design with a three-month follow-up period. The population consisted of all female medical science students in Tehran during the academic year 2020-2021, from which 30 participants were selected through purposive sampling and randomly assigned to two groups of 15 (15 in the experimental group and 15 in the control group). Data were collected using the Lovibond and Lovibond's (1995) Depression Anxiety Stress Scales, Walker et al.'s (1987) Health-Promoting Lifestyle Profile, and the Kentucky Inventory of Mindfulness Skills by Baer et al. (2004). Gilbert's (2009) self-compassion-based therapy sessions were conducted over eight sessions, twice a week for four weeks, each session lasting 90 minutes in a group setting. Data were analyzed through covariance analysis. Findings: The results showed that self-compassion-based therapy was effective in improving a health-oriented lifestyle and mindfulness among the experimental group students with psychological distress compared to the control group students with psychological distress. Conclusion: Based on the findings of this study, health professionals can utilize self-compassion-based therapy to improve the health-oriented lifestyle and mindfulness in students with psychological distress.

Effects of a Brief Mindfulness Intervention on Perceived Stress, Affect, and Trait Mindfulness in College Students

The current study was interested in the effects of a quick mindfulness meditation intervention on college students perceived stress, affect, and trait mindfulness. Students were placed into the following three groups: Silent Meditation (n = 16), Guided Meditation (n = 12), Control (No Meditation; n = 72). Each experimental group took part in a four-week mindfulness meditation intervention comprised of one session per week. Students perceived stress, affect, and trait mindfulness were measured pre-intervention, during the intervention, and post-intervention. Perceived stress was measured using the Student Stress Inventory and the College Stress Scale, affect was measured using the Positive and Negative Affect Schedule, and mindfulness was measured using the Kentucky Inventory of Mindfulness Skills. As predicted, students in the silent meditation group reported a statistically significant decrease in perceived stress over the four weeks and an increase in trait mindfulness. Although not statistically significant, the guided meditation also reported a decrease in perceived stress and increase in mindfulness. Results suggest that a short mindfulness intervention may be useful in helping college students deal with stressors of college life.

The Mediating Role of Cognitive Flexibility in the Relationship between Cognitive Emotion Regulation Strategies and Mindfulness in Patients with Type 2 Diabetes

Given the importance of mental health in self-care of patients with type 2 diabetes and the relationship between cognitive flexibility and emotion regulation with mindfulness, the present study aimed to investigate the mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes. The present study was conducted using correlation method and structural equation modeling. The statistical population of the study consisted of all men and women with type 2 diabetes referred to Imam Khomeini Hospital in Tehran. 253 participants were selected using convenience sampling. Participants completed the Garnefski & Kraaij (2006) Cognitive Emotion Regulation Questionnaire, the Kentucky Inventory of Mindfulness Skills (Baer, Smith & Allen, 2004), and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). The results showed a positive overall path coefficient between adaptive cognitive emotion regulation strategies and mindfulness (P = 0.005, β = 0.243) and a negative overall path coefficient between maladaptive cognitive emotion regulation strategies and mindfulness (P = 0.001, β = -0.453). The path coefficient between cognitive flexibility and mindfulness was positive and significant (P = 0.009, β = 0.273). The indirect path coefficient between adaptive cognitive emotion regulation strategies and mindfulness was positive (P = 0.007, β = 0.094) and the indirect path coefficient between maladaptive cognitive emotion regulation strategies and mindfulness was negative and significant (P = 0.009, β = -0.117). With an increase in emotion regulation skills, cognitive flexibility and mindfulness also increase in patients with type 2 diabetes.

Arts-Based Training Program Effectiveness: A Teaching Methodology in an Occupational Therapy Doctorate Program

Arts-based training programs can aid in building observational skills, communication, team building, and leadership through targeted analysis of works of art. Furthermore, arts-based training programs are unique in that they highlight non-technical skills (NTS). The goal of this study was to investigate the extent to which NTS were developed through an arts-based training program among entry-level occupational therapy doctorate (OTD) students. This study used a mixed methodological approach to analyze retrospective data. Quantitative analysis of the Kentucky Inventory of Mindfulness Skills (KIMS) assessment was conducted. Qualitative analysis was completed through analysis of the participants’ reflection papers. Quantitative results (n = 69) from the KIMS show significance (p = 0.011; 0.013), and qualitative analysis (n = 32) resulted in five central themes: evolution of thinking, holistic approach, diverse perspective, lived reality of context, and development of NTS (collaboration, self-awareness, mindful of others, creativity, and effective communication). Quantitative and qualitative findings suggest arts-based training programs can improve students’ ability to reduce their bias through implementation of a mindfulness lens. Results and recommendations from this study can be used as an example for occupational therapy academic programs to implement an evidence-based teaching methodology.

Psychometric Properties of the Reflective Function Questionnaire in Iranian Prisoners.

Reflective functioning is the process of reflecting on the thoughts and feelings of oneself and others and is foundational to healthy human relationships. The 54-item Reflective Function Questionnaire (RFQ) is a self-report measure that assesses reflective functioning, initially developed while studying individuals with borderline personality disorder (BPD) . The purpose of the present study was to translate the RFQ from English to Persian and evaluate its reliability and validity among Iranian prisoners. The sample of this study included 509 (455 men and 54 women) Iranian prisoners. Findings confirm the translated measure had acceptable face and content validity. A confirmatory factor analysis (CFA) confirmed two dimensions of certainty (RFQ-c) and uncertainty (RFQ-u) of reflective functioning. The correlation analysis showed positive relationships between the dimensions of the RFQ and the borderline personality symptoms questionnaire and the emotional dissatisfaction questionnaire. Correlation analysis also showed negative associations between the dimensions of the RFQ and the Toronto Basic Empathy Scale (BES) and the Kentucky Inventory of Mindfulness Skills (KIMS) questionnaire, confirming the concurrent validity of the RFQ. The Cronbach's alphas of the RFQ-c and RFQ-u subscales were .69 and .7 respectively, which demonstrated relatively acceptable internal consistency. The results of the analysis demonstrated that the translated RFQ had desirable psychometric properties for evaluating reflective function among Iranian prisoners.

Gender differential item functioning on the Kentucky Inventory of Mindfulness Skills instrument using logistic regression

The item differential function (DIF) describes a situation in which testees of similar ability but from different demographic groups have varying chances of achieving the same result. This study aims to identify the function of uniform and non-uniform differential items on the Kentucky Inventory of Mindfulness Skills Instrument using logistic regression techniques and determine the impact of DHF on construct validity. This study uses a survey method with a quantitative approach. The study involved 602 people, divided into two groups based on gender: 301 women and 301 men. The Kentucky Inventory of Mindfulness Skills (KIMS) is a 39-item online questionnaire that measures mindfulness. KIMS has been proven to meet content, construct, and factor validity and has good test-retest reliability and internal consistency estimators. This study uses Regression Logistics to detect DIF, analyzed with R Studio 4.1.3 software. Research results found 17 DIF items detected using logistic regression, 13 uniform DIF items, and four non-uniform DIF. Through CFA, we have succeeded in proving that DIF-free items are proven to have better construct validity. The implications of this study are expected to inspire counseling psychologists to be more careful in using rating scales or instruments. The validity and reliability of the measures are not strong enough to justify that all measuring instruments are correct. However, it is also necessary to check for item bias or functional differential items to ensure that each item on the scale or instrument is understandable to all demographic groups and does not benefit only certain demographic groups.

A protocol of the study "Effectiveness of psychobehavioural interventions for sleep disturbances in undergraduate medical students"

Background: Medical students carry a huge academic load which can be a contributing factor in sleep disturbances. Studies have shown that the prevalence of sleep disturbance is comparatively higher in medical students than in non-medical students or the general population. Despite various psychological and behavioral interventions for sleep improvement, not much is known about their effectiveness in real-world scenarios. Our study aims to compare the effectiveness of psychobehavioural interventions on sleep disturbances compared to sleep hygiene for undergraduate medical students. Methods: A randomized trial will be used to assess the effectiveness of psychobehavioural interventions in improving sleep quality using the following tools: Semi-structured sociodemographic proforma, Pittsburgh Sleep Quality Index (PSQI), Insomnia Severity Index (ISI), Glasgow Sleep Effort (GSE) scale, Pre-sleep Arousal Scale (PAAS), and Kentucky Inventory of Mindfulness Skills (KIMS). Inclusion criteria: participants scoring 5 or higher on the PSQI will be recruited for psychobehavioural interventions after obtaining informed consent. The participants will be randomly assigned to intervention and control groups. Discussion: SPSS will be used to analyse the data. Descriptive statistics will be used to describe the sample. An intention-to-treat analysis will be performed to assess the effectiveness of the interventions. This study will provide valuable insights into the feasibility and effectiveness of non-pharmacological sleep interventions to address sleep difficulties among undergraduate medical students.

Understanding the Link Between Social Skills and Phone Use

Smartphones took the world by storm in the 2000s. Over the years, smartphones have become vital in everyday life. Each generation responds to technology differently. The younger generation is much more involved with smartphones as well as technology as a whole. Thus, spending too much time on a smartphone could be related to individual’s well-being. The purpose of the present study is to measure Emotional Intelligence (EI), mindfulness, and social competence among different age cohorts and see if there are differences in phone use. Our hypothesis is that participants who score higher on EI, Social Skills, and Mindfulness will score lower on the Problematic Phone Usage Scale. Younger adults will score lower on EI, Social Skills, and Mindfulness and higher on Problematic Phone Usage than middle aged and older adults. We ran correlational analyses among, mindfulness, social competence, and problematic phone usage and an ex-post facto comparison between the four cohorts with ages ranging 18-30 (n=105), 31-40 years old (n= 30), 41-50 (n= 30), and 51 and older (n= 21). Survey questions included the Trait Emotional Intelligence Questionnaire- Short Form (TEIQ-SF), Kentucky Inventory of Mindfulness Skills, Social Competence, and Problematic Phone Usage Scale. Data showed that as age increased phone use decreased. EI, mindfulness, and social competence scores for younger adults were much lower than for middle aged and older adults while younger adults had a significantly larger problematic phone use than middle aged.

Gender Gap in Mindfulness Assessment Among Italian Nurses: A Pilot Descriptive Study

"Purpose: The present study aimed to explore gender differences in the mindfulness tendency, specifically in the awareness and attention dimensions and also in the observing, describing, acting with awareness and accepting without judgement in Italian nurses. Methods: In June 2020 an on-line questionnaire was administered to nurses in order to analyze any differences both in the Mindfulness Attention Awareness Scale (MAAS) and the Kentucky Inventory of Mindfulness Skills (KIMS) according to gender variable. Findings: 200 questionnaires were collected. Findings showed significant higher MAAS total score in males than females (p=.004). Additionally, by considering the four sub dimensions in the Mindfulness tendency, females reported significant higher levels in some items of “Observe” (p=.004) and “Act with awareness” (p=.001) than males, while males reported significant higher scores in the “Accept without judgement” than females (p<.001). Conclusions: The present study was a pilot research on exploring gender differences in mindfulness in Italian nurses in order to hope that it will be only the beginning of empirical research on this topic and to better address future mindfulness training courses addressed to nurses by emphasizing certain aspects of mindfulness for females compared to males and vice versa."

The Kentucky Inventory of Mindfulness Skills in Greek Undergraduate and Postgraduate Students.

The Kentucky Inventory of Mindfulness Skills (KIMS) is a widely used multidimensional tool for assessing the tendency of the individual to be mindful in everyday life. The aim of the present study was to standardize a Greek version of KIMS and to explore its psychometric properties in the Greek population. A sample of 213 Greek undergraduate and postgraduate students from various educational institutions completed the questionnaires. The Mindful Attention and Awareness Scale (MAAS), Toronto Alexithymia Scale (TAS-20), and Perceived Stress Scale (PSS-14) were used to evaluate the criterion validity of KIMS. The Principal component analysis (PCA) resulted in a four-component solution, similar to the structure of the English version of the inventory: "Observing," "Describing," "Acting with awareness," and "Accepting without judgment." All components combined accounted for 45.79% of variance. The subscales had adequate internal consistency, and their scores were correlated with MAAS, TAS, and PSS scores, indicating satisfying criterion validity. Associations between the "Observing" subscale and demographic characteristics were also revealed. This version of KIMS can be safely utilized for assessing mindfulness skills and the efficacy of mindfulness-based interventions in Greek populations.

Emotional and Situational Acceptance Across the Lifespan: A Novel Scale

Self-reported emotional well-being tends to increase with age (Charles & Carstensen, 2007), but evidence for age differences in emotion regulation strategies is mixed (Livingstone & Isaacowitz, 2019), and the strategy of acceptance, in particular, is relatively understudied. Acceptance involves the deliberate decision to not alter a situation or one’s emotional response to it, and older adults report greater use of general acceptance (Shallcross, Ford, Floerke, & Mauss, 2013). Yet, no current scale distinguishes between situational and emotional acceptance; general acceptance is typically measured using a subscale of the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004), which assesses judgments of emotions and thoughts. Therefore, a 6-item measure of situational acceptance was developed and administered to 24 younger adults (age 18-25) and 30 older adults (age 55+) on Amazon Mechanical Turk, along with the KIMS accepting subscale and Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003). The situational acceptance scale achieved good reliability (α=.721) and significantly correlated with the MAAS (r= .301, p=.027) and KIMS (r= .466, p<.001). Older adults tended to rate themselves as significantly higher on situational acceptance (M=29.83, SD=5.17) than younger adults (M=25.13, SD=5.72; t=-3.171, p=.003), and this pattern held for the MAAS and KIMS. These results confirm prior work suggesting older adults engage in acceptance more often than younger adults and expand this finding to situational, not just emotional, acceptance. Furthermore, skills related to mindfulness and acceptance appear to greatly overlap and may increase over the lifespan.

59. FAMILY-CENTERED COMMUNICATION: A QUALITATIVE AND QUANTITATIVE ANALYSIS OF RESIDENT RESPONSE TO COMMUNICATION TRAINING

Background Pediatricians must utilize effective communication skills to establish a relationship with both their patients and their patients’ families. We modified the Erikson Institute Fussy Baby Network's FAN (Facilitating Attuned Interactions) communication tool to teach pediatric residents to communicate with families using an empathy-driven process. Objective Improve pediatric residents’ empathy, communication skills, and mindful self-regulation in their interactions with families. Design Eighteen pediatric residents from 1 institution and 7 pediatric fellows from another were trained to use the FAN Family Communication Tool to guide their clinical encounters and were followed for 6 months. At 3 time points (0, 3, and 6 months) patients completed the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE) and the Consultation and Relational Empathy (CARE) surveys, and trainees completed the Jefferson Scale of Physician Empathy (JSPE) and the Kentucky Inventory of Mindfulness Skills (KIMS). At the end of the study 11 residents and mentors were interviewed, and transcripts were coded on NVivo software using open and focused coding. Results Residents demonstrated a rise in scores on the JSPE (p=0.044) and the KIMS (p Conclusions Family-centered communication training can improve physician-perceived empathy and mindfulness. Trainees used the FAN to develop a comprehensive view of a family's concerns by understanding and engaging with their emotions. Improved self-awareness allowed trainees to process their emotions to reduce stress and improve communication during encounters. Increasing empathetic and mindful interactions during patient encounters could thus improve clinical outcomes and ultimately benefit patient well-being.

Authenticity Is Correlated With Mindfulness and Emotional Intelligence

Humanistic psychology has long been interested in authenticity. Carl Rogers proposed that authenticity leads to more fully functioning behavior. However, it is only in recent years that there has been empirical research into the correlates of authenticity. The aim was to test for association between authenticity and two individual difference factors of much contemporary interest—mindfulness and emotional intelligence. Participants were 197 adults recruited either through convenience sampling or an online survey. All completed the Authenticity Scale, the Schutte Emotional Intelligence Scale, the Kentucky Inventory of Mindfulness Skills, and the Balanced Inventory of Desirable Responding. Higher scores on authenticity were associated with higher scores on self-deceptive enhancement, mindfulness, and emotional intelligence. Regression analyses showed that authenticity, specifically the self-alienation subscale, was able to predict mindfulness, and the authentic living subscale was able to predict emotional intelligence, taking into account social desirability and self-deceptive effects. Further research is now needed into the association between authenticity and self-deception and the causal relationships of these variables with emotional intelligence, mindfulness, and other characteristics of the fully functioning person.