Levels Of Mindfulness Research Articles

Hazırlanan Psikoeğitim Programının Lise Öğrencilerinin Duygu Düzenleme Becerilerine ve Bilinçli Farkındalık Düzeylerine Etkisinin İncelenmesi

This study aims to investigate the effect of a psychoeducation program on the high school students’ emotion regulation skills and their mindfulness levels. This experimental research study adopted a pre-test post-test research design with experimental and control groups. The study group of the research was composed of 30 students (15 in experimental group, 15 in the control group) studying in a high school in Erzincan in the second semester of the 2018-2019 academic year. While a 12-session psychoeducation program designed for the experimental group was applied in the study, any intervention was not conducted for the control group. The data were collected with the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), Mindful Attention Awareness Scale (Brown & Ryan, 2003), and the Psychoeducation Program Evaluation Form (Deniz, 2017). The data were analyzed with two-way analysis of variance. The findings showed that when examined the effects of the prepared psychoeducation program on the experimental groups, it was found that emotion regulation skills and mindfulness levels increased significantly, and these differences were also observed in the follow-up measurements.

Should I pet or should I work? Human-animal interactions and (tele)work engagement: an exploration of the underlying within-level mechanisms

PurposeHuman–animal interactions (HAIs) have been found to have an extensive and significant influence on individuals' well-being and health-related outcomes. However, there are few studies that examine this influence on work-related contexts, such as teleworking. In this study, the author relied on the affective events theory to examine the effect of daily HAI on employees’ daily work engagement and the underlying mechanisms (daily affect ratio and state mindfulness), by resorting to a daily diary study.Design/methodology/approachTo test the hypotheses, the author collected daily data during five consecutive working days with pet owners (N = 400 × 5 = 2,000).FindingsMultilevel results showed that interacting with pets during the working day was positively associated with daily work engagement, but this positive relationship was stronger for individuals with lower levels of mindfulness. Further analyses showed that the daily affect ratio mediated the moderating effect of mindfulness on the relationship between daily interactions with pets and daily work engagement.Practical implicationsThese findings provide strong support for the proposed mediated moderation model; indeed, positive affect and mindfulness help to explain the positive effect of HAIs on work engagement. Hence, managers may consider the adoption of teleworking, even in a hybrid format for those workers who own pets, because interacting with pets may be a strategy to make them feel more positive and, in turn, more enthusiastic, dedicated and absorbed in their work.Originality/valueThis study is one of the first studies to demonstrate the importance of adopting pet-friendly practices, such as allowing pet owners to telework, as a way to promote daily work engagement.

Effectiveness of brief mindfulness intervention for college students' problematic smartphone use: The mediating role of self-control.

Mainland China has the most smartphone users worldwide, especially among college students, while mindfulness intervention can significantly alleviate the level of problematic smartphone use. We examined the effects of a brief mindfulness intervention on problematic smartphone use and investigated if this effect is mediated by self-control. Participants were recruited randomly from a university in Beijing of China. Forty-four college students were assigned to a mindfulness group or a control group. The mindfulness group took part in a brief (30 min) single-session mindfulness intervention. The control group was instructed to listen to a neutral news audio recording for the same duration (30 min). The Freiburg Mindfulness Inventory, Mobile Phone Addiction Tendency Scale, and Self-control Scale were used to measure state mindfulness, problematic smartphone use, and self-control of college students at pre-intervention and post-intervention, respectively. Two-way repeated-measures ANOVA revealed that the mindfulness group had significant improvements in state mindfulness (p = .049) and self-control (p = .012), and had significant alleviation in problematic smartphone use (p < .001) at post-intervention. In the regression model, self-control had a mediating effect between mindfulness intervention and problematic smartphone use (95% CI [0.490, 7.216]). A brief single-session mindfulness intervention can alleviate the level of problematic smartphone use and increase the level of state mindfulness and self-control compared to the control group. Self-control can completely mediate the efficacy of the mindfulness intervention in reducing problematic smartphone use.

Teachers' anti-black biases in disciplinary decisions: The role of mindfulness

Research suggests that disparities in exclusionary discipline can be explained, in part, by teachers' anti-Black biases in disciplinary decision-making. An emerging body of literature also speaks to the benefits of cultivating mindfulness for bias reduction. The present study adds to the literature by assessing whether mindfulness is associated with differences in teachers' responses to student disciplinary infractions as a function of student signaled race, which was manipulated as a between-subjects factor. We predicted that teachers with lower levels of mindfulness, as measured via self-report, would demonstrate greater anti-Black bias in response to students' disciplinary files than teachers with higher levels of mindfulness. Teachers (N = 179) completed the study via an online research participant platform. Consistent with hypothesis, we found that participants' self-reported mindfulness in teaching moderated their responses to a disciplinary file as a function of student signaled race, b = −1.05, F(1, 175) = 4.50, p = 0.035, ηp2 = 0.03, 95% CI [−2.03, −0.07]. Specifically, participants with lower levels of mindfulness rated the disciplinary infraction as more severe if it was enacted by a Black boy compared to a White boy. At higher levels of mindfulness, however, the opposite pattern emerged; participants demonstrated more leniency if the infraction was perpetrated by a Black boy, relative to a White boy. Our research adds to the literature and suggests that improving teachers' ability to remain present in the classroom may improve their ability to make more equitable decisions in managing students' misbehavior.

Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout

ABSTRACT Mindfulness has been overlooked in previous studies of second or foreign language learning. This study aims to explore the relationship between mindfulness, anxiety, burnout and self-perceived foreign language proficiency among a sample of 492 learners. Further, it seeks to make up for the deficiency in the current empirical literature regarding the mediation roles of anxiety and burnout in the relationship between mindfulness and students’ self-perceived foreign language competence. The findings were as follows: (1) students have a moderate level of mindfulness and foreign language anxiety, low level of perceived proficiency and foreign language learning burnout; (2) an increased level of mindfulness was associated with higher perceived foreign language competence and lower levels of anxiety and burnout; (3) anxiety and burnout mediated the relationship between mindfulness and students’ self-perceived FL proficiency. It is suggested in the implications that school administrators and policymakers might need to provide space and time to integrate mindfulness practices into the curricula. Language instructors could also incorporate brief and accessible interventions in classrooms to enhance students’ level of mindfulness. Limitations and future directions are discussed for further investigations.

Mindfulness for mediating the relationship between self-control and alexithymia among Chinese medical students: A structural equation modeling analysis.

Medical students are prone to experience alexithymia due to academic work overload, which could increase the prevalence of mental illness such as anxiety and depression. The purpose of our study was to estimate the levels of alexithymia and to explore the relationships between alexithymia, self-control, and mindfulness among medical students. From March 18th, 2021 to April 9th, 2021, a cross-sectional study with stratified sampling was carried out in China Medical University, Liaoning Province, China. A total of 1,013 medical students participated in this study. The questionnaires pertaining to the Toronto Alexithymia Scale (TAS-26), the Five Facet Mindfulness Questionnaire (FFMQ), and the Self-control Scale (SCS) were used to assess the levels of alexithymia, mindfulness and self-control. We used Hierarchical Multiple Regression (HMR) and structural equation modeling to explore the mediating role of mindfulness between self-control and alexithymia. The mean score of alexithymia in medical students was 69.39 ± 9.9. After controlling for confounders, males were more likely to experience alexithymia. Self-control, acting with awareness, describing, and observing in mindfulness were negatively associated with alexithymia (P < 0.01). Mindfulness mediated the relationship between self-control and alexithymia (a*b = -0.06, BCa 95% CI: -0.09 to -0.031, Percentile 95% CI: -0.089 to -0.031). Chinese medical students experienced high levels of alexithymia. Self-control could directly attenuate alexithymia for medical students and indirectly affect alexithymia through the mediating path of mindfulness. Initiatives for self-control ability enhancement should be provided to medical students to combat alexithymia. And interventions on mindfulness training should be developed to prevent from alexithymia and promote their mental health.

Dispositional mindfulness, alexithymia and sensory processing: Emerging insights from habituation of the acoustic startle reflex response

There is growing evidence of beneficial effects of mindfulness developed through engaging in mindfulness training/practices on sensory and cognitive processing, emotion regulation and mental health. Mindfulness has also been conceptualised as a dispositional ‘trait’, i.e. the naturally-occurring ability of meditation-naïve individuals to display, in varying degree, a non-judgmental non-reactive present-moment awareness in everyday life. In this study we examined possible associations between dispositional mindfulness, alexithymia and sensory processing. Eye-blink startle responses to acoustic stimuli of varying intensity [90-dB or 100-dB over 70-dB (A) background] were assessed in 26 meditation-naïve adults (50 % men) using electromyographic recordings of the orbicularis muscle. All participants completed the Five Facet Mindfulness Questionnaire and the 20-item Toronto Alexithymia Scale. A negative association was found between dispositional mindfulness and alexithymia (r = −0.513). There was stronger startle habituation to 100-dB, compared to 90-dB probes. Stronger startle habituation (larger negative habitation slope values) to 100-dB probes was significantly associated with higher dispositional mindfulness (r = −0.528) and with lower alexithymia at trend level (r = 0.333). As indicated by commonality analysis, 10.6 % of explained variance in habituation (100-dB probes) was common to both alexithymia and mindfulness, 17.3 % was unique to mindfulness, but alexithymia made negligible unique contribution (0.5 %). These findings indicate similar startle habituation pattern in people with a high level of dispositional mindfulness to that reported previously by Antonova et al. (2015) in people with moderate mindfulness meditation practice intensity. Future studies should investigate the mechanisms, such as interoceptive awareness, that might underly these relationships.

Mindfulness and well-being

In the present literature review are highlighted the main relations between mindfulness and variables, such as psychological and physical wellbeing, emotional wellbeing, stress, depression, anxiety, sleep quality, and positive affect. There were presented studies regarding mindfulness and wellbeing (Howell et al., 2011; Branstrom et al, 2010; Caldwell et al., 2011; Brown & Ryan, 2003; Howell et al., 2008; Bluth & Blanton, 2013; Ziaian et al., 2015; Weare, 2014; Josefsson, 2013; Englund-Helmeke, 2014) where the authors underlined the positive relationship between variables. Also, authors investigated a number of 19 studies (Lomas et al., 2017) showing the effect of mindfulness on variables, such as compassion, anxiety, depression, sleep quality, and selfefficacy. Another study investigated the relation between wellbeing and the history of meditation. The authors showed that there is a positive strong correlation between mindfulness history, level of mindfulness and emotional functioning. For a better life at work and for a high level of wellbeing, meditation related with mindfulness helps improve performance, human relations and communication in all parts of social life.

Does the practice of mindfulness reduce somatic symptoms and COVID-19-related anxiety? A community-based survey.

Since the beginning of COVID-19 pandemic, several studies have shown an increase of psychological distress in the general population. Previous research demonstrated that high levels of anxiety are associated with reporting more somatic symptoms. The ability to adaptively regulate emotions is essential to deal with stressful situations, and it is one of the main components of mindfulness practice. The aim of the present study was to document the effect of mindfulness practice on somatic symptoms and psychological distress in the context of COVID-19 pandemic. The study has a descriptive cross-sectional design. During the second wave of COVID-19 pandemic, between November 2020 and January 2021 participants living in France responded to an online survey on the impact of COVID-19 on psychological distress and physical health. The questionnaire included the assessment of COVID-19-related anxiety, mindfulness practice and experience, dispositional mindfulness, somatization, depression, generalized anxiety, and emotion regulation. A total of 569 people (mean age = 39.8 years, 90% women) were included in the study. COVID-19 related anxiety was associated with higher levels of somatic symptoms, generalized anxiety, and depression. About half of the sample (n = 318, 56%) reported moderate to severe somatic symptoms that were associated with higher levels of depression and anxiety, lower levels of dispositional mindfulness and to the use of maladaptive emotion regulation strategies. Overall, 164 subjects (28.8%) reported practicing meditation. No differences were found in dispositional mindfulness (MAAS score) between beginners and advanced practitioners, regardless of the type, years, frequency, and length of practice. Participants with less experience in mindfulness practice reported a significant higher number of somatic symptoms than non-practitioners and a higher use of rumination. Moreover, mindfulness experience was associated with the use of more adaptive emotion regulation strategies. Mindfulness meditation has been promoted as a practice enhancing well-being and helping to cope with the psychological impact of stressful events. However, in a distressing situation as COVID-19 pandemic, a limited experience in mindfulness practices might result in the development or endurance of somatic symptoms. Adequate training and a focus on mindful acceptance, may contribute to enhance the effectiveness of mindfulness practice.

Delivering mindfulness in the classroom via a technology-enabled approach: Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness

This longitudinal study included 64 teachers. We examined the feasibility and preliminary effects of a newly designed program, playing pre-recorded mindfulness practices to elementary school students by teachers across one school year. Self-report surveys and logbooks were used to collect data quantitative and qualitative data. During the first four months of implementation, teachers reported significant improvements in self-efficacy in classroom management and lower levels of perceived stress. Levels of mindfulness increased significantly and gradually throughout the school year. Qualitative results underlined potential changes in teachers’ outcomes, suggesting a calming effect and perceived improvement in their teaching skills.

Being “there and aware”: a meta-analysis of the literature on leader mindfulness

ABSTRACT Leaders occupy the most critical roles in organizations. A growing body of research on mindfulness in the field of leadership suggests that mindfulness is a highly beneficial factor for various leader and organizational outcomes. The purpose of this study is to quantitatively review the research related to leader mindfulness from the perspectives of both self-report mindfulness levels and mindfulness interventions. Meta-analytic results from 54 independent samples and 9,414 leaders suggest that leader mindfulness significantly relates to leaders’ well-being (e.g., stress), relationships (e.g., relationship qualities, leadership styles), and job performance, as well as followers’ well-being and job performance. Moreover, we found strong support for the effectiveness of mindfulness interventions in improving leader well-being. We also found a significant difference between leader mindfulness levels before and after the intervention. The difference of post-test scores between the intervention and control groups was not statistically significant, though the effect was in the predicted direction. Through this quantitative review, we synthesize findings on leader mindfulness and mindfulness interventions for leaders, identify research gaps in the literature, and lay a solid foundation for advancing research on leader mindfulness.

The Be aware and grateful for little things: The Relative Contribution of Mindfulness and Gratitude in Predicting Satisfaction

Background: Indeed, both Mindfulness and Gratitude go hand in hand. As one goes into a state of mindfulness and opens their heart to gratitude, one may experience more positive feelings toward life and make choices of all types of events with an open-eyed sense in a nonjudgmental way. That may be leading to being overly focused on life circumstances in a constructive way and enhancing people's life satisfaction. The present study aims to recognize the different influences of gratitude and mindfulness in contributing to life satisfaction; and investigate the levels of mindfulness, gratitude, and life satisfaction among university students.&#x0D; Methodology: In the study, 256 young adults were drafted from 4 educational institutes in Karachi. However, the random sampling method was used to recruit them. The mean age of the sample was 20 years, with the range of 18-25. The research tools included Mindful Attention Awareness Scale1, Gratitude Questionnaire-Six Item Form (GQ-6)2, and Satisfaction with Life Scale3 by using a brief demographic sheet and consent form, through which data was obtained. &#x0D; Results: Descriptive statistics and regression analysis was used to clarify the pattern of the result, and the findings were highly significant at p&lt; .001. The outcomes demonstrated that the level of mindfulness comes in the low range (49.6%) of the study sample, while the range of gratitude was moderate (52.5%) to high levels (42.3%) correspondingly. Almost half of the participants reported a moderate level (49.3%) of life satisfaction. Further, the results showed that mindfulness and gratitude are the highest contributors to Life Satisfaction. As gratitude pointed out, 42% and mindfulness predicted 23% to expect contentment.&#x0D; Conclusion: The study proposed a theoretical paradigm that mindfulness impacts satisfaction cognitively, while gratitude influences satisfaction emotionally. Thus, the benefits of both constructs are evident and improve people's lives.

Mindfulness on Rumination in Patients with Depressive Disorder: A Systematic Review and Meta-Analysis of Randomized Controlled Trials.

Objective: To systematically evaluate the effectiveness of mindfulness-based interventions (MBIs) on rumination among patients with depression and their efficacy across countries and year of publication and control conditions. Methods: Web of Science Core Collection, Medline, BIOSIS Citation Index, KCI-Korean Journal Database, SciELO Citation Index, PubMed, Cochrane Library, and Embase were searched to include randomized controlled trials of MBIs for depressive rumination that met the criteria. The Rumination Scale was used as the primary outcome indicator; Depression, mindfulness, and anxiety indexes were selected as the secondary outcome indicators. An evaluation of bias risk was conducted to identify possible sources of bias based on methodological and clinical factors. RevMan5.3 software was used to perform a meta-analysis of the extracted data. Results: Nineteen studies with 1138 patients were included. Meta-analysis showed that MBIs could significantly reduce rumination levels in patients with depression (standardized mean difference (SMD) = −0.46; 95% confidence interval (CI): −0.58, −0.34; p < 0.001), notably improve depression (SMD = −0.58; 95% CI: −0.83, −0.32; p < 0.001), enhance mindfulness ability (SMD = 0.95; 95% CI: 0.57, 1.32; p < 0.001), and reduce the anxiety of patients with depression (SMD = −0.45, 95% CI: −0.62, −0.27; p < 0.001). MBIs conducted in Asia improved rumination better than studies in Europe and North America (SMD = −2.05 95% CI: −4.08, −0.01; p < 0.001) but had no greater effect than behavior activation on depression. The interventions carried out in the past 5 years were significantly better than earlier studies in improving mindfulness levels (SMD = 2.74; 95% CI: 0.81, 4.66; p = 0.005). Conclusions: MBIs are effective in the treatment of depression as they produce pleasant improvement in rumination and depression, decrease the degree of anxiety, and enhance mindfulness levels compared to controls. In newer forms of MBIs, regional differences need to be considered when designing the intervention program. More large, high-quality randomized controlled studies are needed to confirm the conclusion that the effectiveness of MBIs has differences in terms of the trial area and year of publication.

Mindfulness intervention for academic procrastination: A randomized control trial

Procrastination is a form of self-regulation failure that can have significant negative consequences for individuals. Research evidence indicates that mindfulness can be beneficial for self-regulation, and also procrastination is associated with low levels of mindfulness. Therefore, the current study tested the effectiveness of mindfulness training in reducing procrastination among students. Thirty-six procrastinating students were screened using the cluster sampling method and the multidimensional scale of academic procrastination. Participants were randomly assigned to either mindfulness training or wait-list control groups. Questionnaires related to procrastination were used to collect data at the beginning and end of the study. The mindfulness intervention was performed in eight 90-min weekly sessions for the training group to compare it with a wait-list control group. Analyses of covariance and follow-up comparisons between the mindfulness training and the wait-list control groups pre-and 1-week post-intervention revealed large effect sizes, with the mindfulness training group showing higher scores on self-regulation and mindfulness scales. They also reduced procrastination behavior and showed lower scores on negative emotions and perceived negative consequences. Our results indicate that mindfulness training may be an effective strategy to help students improve their self-regulation and reduce procrastination.

Indulging in Smartphones in Times of Stress: A Moderated Mediation Model of Experiential Avoidance and Trait Mindfulness.

Although previous studies have shown that perceived stress is positively related to problematic smartphone use, knowledge of mediating and moderating mechanisms underpinning this relationship is quite limited. In this study, we explored whether experiential avoidance mediated the relationship between perceived stress and problematic smartphone use and whether trait mindfulness moderated this mediating process. A total of 763 Chinese college students completed the measures of perceived stress, experiential avoidance, problematic smartphone use, and trait mindfulness. The results indicate that perceived stress was positively related to problematic smartphone use and this relation was partially mediated by experiential avoidance. Furthermore, moderated mediation analysis showed that trait mindfulness moderated the linkage between perceived stress and problematic smartphone use via experiential avoidance. This link became weaker for college students with higher levels of trait mindfulness. The results highlight the value of identifying the underlying mechanisms between perceived stress and college students' problematic smartphone use.

The Mediating Effect of Empathy between Mindfulness and Self-Leadership in Female University Students: A Cross-Sectional Study.

(1) Background: Acknowledging scant research on integrating mindfulness, empathy, and self-leadership among female university students, this study aimed to investigate the relationships among these three variables, as well as the mediating effect of empathy. (2) Methods: A cross-sectional design was employed with 127 female sophomores in a mindfulness-based liberal arts class at K Women's University in South Korea. Participants completed a self-reported questionnaire measuring levels of mindfulness, empathy, and self-leadership. Data were analyzed with descriptive statistics and correlations between the variables using the SPSS 28 program. The Jamovi 2.2.5 program was used to analyze the mediating effect of empathy. (3) Results: The levels of mindfulness, empathy, and self-leadership were higher than in previous studies. Mindfulness was positively related to empathy (r = 0.407, p < 0.001) and self-leadership (r = 0.635, p < 0.001); empathy was also positively associated with self-leadership (r = 0.635, p < 0.001). Furthermore, empathy mediated the relationship between mindfulness and self-leadership (β = 0.187, p < 0.001). (4) Conclusions: The findings indicate that mindfulness is helpful in improving university students' self-leadership by reinforcing their empathy, and that an integrated training program of mindfulness and empathy could produce positive effects on promoting self-leadership. The findings can be utilized as a basis for developing programs to improve mindfulness and empathy, eventually improving students' self-leadership.

Cumulative exposure to traumatic events and craving among women in residential treatment for substance use disorder: The role of emotion dysregulation and mindfulness disposition.

Strong evidence links exposure to traumatic life events with subsequent substance use disorders (SUD). Compared to men, women in SUD treatment are more likely to have a history of trauma, characterized in part by emotion dysregulation known to negatively influence treatment outcomes. Existing research has been conducted with predominantly male and non-Hispanic White samples, with an emphasis on adverse childhood experiences. Little is known about how exposure to cumulative traumatic events across the lifespan affects emotion dysregulation and how this may influence craving, particularly among racial and ethnic minoritized women with SUD. Mindfulness disposition may serve as a protective factor that could buffer the impact of trauma exposure and emotion dysregulation on substance use craving among underrepresented minoritized women with SUD. This study examined the association between cumulative exposure to traumatic events, emotion dysregulation, and mindfulness disposition on substance use craving in a sample of predominantly Hispanic and non-Hispanic Black women in residential treatment for SUD. Cross-sectional data were analyzed for a baseline sample of 241 women (56.96% Hispanic, 20.7% non-Hispanic White, 20.7% non-Hispanic Black; age: M = 32.11) entering a SUD residential treatment facility who agreed to participate in a parent randomized controlled trial. Findings indicated that greater cumulative exposure to traumatic events and emotion dysregulation were associated with higher levels of craving. Cumulative traumatic event exposure was indirectly associated with higher craving via lower levels in the mindfulness dimension of acting with awareness. Interaction effects also revealed greater exposure to traumatic events was associated with higher levels of craving among women with low and average (but not high) levels of mindfulness disposition. These findings provide insight into the potential benefits of targeting emotion regulation and mindfulness-building strategies such as acting with awareness in interventions among racial-ethnically diverse women with SUD. These strategies may be particularly beneficial among those that have experienced extensive histories of trauma exposure. Overall, knowledge gained from the present study can be particularly valuable towards informing treatment models in minoritized groups that currently experience disparities in treatment utilization and outcomes.

The Impact of Smartphone Use on Course Comprehension and Psychological Well-Being in the College Classroom.

The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Students in four classes (N = 106) were assigned to either a control group or quasi-experimental group. Students in the quasi-experimental group were instructed to place their smartphones on the front desk upon entering the class, while the control group had no instructions regarding smartphone use. Students filled out a brief survey about their course comprehension and psychological state (anxiety and mindfulness) during class. Results indicated that students whose smartphones were physically removed during class had higher levels of course comprehension, lower levels of anxiety, and higher levels of mindfulness than the control group. This study gives a comprehensive picture of the impact of smartphone use on students' psychological well-being in the classroom. The findings can aide educators in curriculum design that reduces technology use in order to improve the student learning experience.

Mindfulness-based online intervention on mental health among undergraduate nursing students during coronavirus disease 2019 pandemic in Beijing, China: A randomized controlled trial.

To evaluate the effect of mindfulness intervention on improving mental health among undergraduate nursing students during the coronavirus disease 2019 (COVID-19) pandemic in China. An online mindfulness intervention course named Mindfulness Living With Challenge (MLWC) was developed by the research team, and a randomized controlled trial using MLWC among Chinese undergraduate nursing students was carried out. A total of 120 undergraduate nursing students were randomized into control (60 students) and intervention groups (60 students) via a WeChat mini program. Self-administered questionnaire surveys were conducted at pre- and post-intervention, measuring depression, anxiety, stress, mindfulness, and perceived social support. After intervention, the acceptance of the online mindfulness course among participants was assessed by employing the theory of technology acceptance model (TAM). Among the enrolled 120 participants, 86.67% (52/60) and 93.33% (56/60) of the intervention and control groups remained completed the trial and the questionnaire surveys. Compared with the control group, the reduction of anxiety and stress symptoms, as well as the improvement of mindfulness level and perceived social support in the MLWC intervention group were statistically significant (P < 0.05), while the change in depression was not statistically significant. The scores of the four dimensions in TAM ranged from (5.88 ± 0.94) to (5.91 ± 0.97). Online mindfulness intervention implemented in this study is effective in improving mental health among undergraduate nursing students, and they were interested in this intervention. [www.ClinicalTrials.gov], identifier [ChiCTR2 200058103].

마음챙김이 대학생의 심리적 안녕감에 미치는 영향에서 정서인식 명확성과 문제 중심 대처의 순차적 이중매개 효과

Objectives The purposes of this study were to investigate the sequential mediating effects of emotional clarity and problem-focused coping on the relationship between mindfulness and psychological well being in university students. Methods Participants were 320 university students collected through a on-line survey company panel. The measures are the Five-Facet Mindfulness Questionnaire, Psychological Well-Being Scale, Trait Meta-Mood Scale, Korean version of the Brief Coping Orientation to the Problems Experienced. The data were analyzed with SPSS 21.0 and SPSS Process Macro program. Results First, the level of mindfulness had positive effects on emotional clarity, problem-focused coping, psychological well being. Second, emotional clarity predicted problem-focused coping, psychological well being positively. Third, problem-focused coping predicted psychological well being positively. Fourth, it was found that the indirect path sequentially mediated by emotional clarity and problem-focused coping was significant in the relationship between mindfulness and psychological well being. Conclusions This study suggests that intervention plan for emotional clarity and problem-focused coping should be prepared along with intervention for improvement of mindfulness to enforce psychological well being of university students. This conclusion indicates that the study provides theoretical basis for research of interventions to help university students increase psychological well being.