Lucy Finkelstein-Fox1, Crystal L Park1, Kristen E Riley1,2. 1. a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA. 2. b Department of Psychiatry and Behavioral Sciences , Memorial Sloan Kettering Cancer Center , New York , NY , USA.
Abstract
BACKGROUND AND OBJECTIVES: Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind-body practices, which may promote mindfulness and positive adjustment. DESIGN: Online surveys were administered to 158 undergraduates near the beginning and end of their first semester. METHODS: Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind-body practices. RESULTS: Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind-body practices, but just 1% reported current use. CONCLUSIONS: Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.
BACKGROUND AND OBJECTIVES: Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind-body practices, which may promote mindfulness and positive adjustment. DESIGN: Online surveys were administered to 158 undergraduates near the beginning and end of their first semester. METHODS: Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind-body practices. RESULTS: Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind-body practices, but just 1% reported current use. CONCLUSIONS: Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.
Entities:
Keywords:
Mindfulness; college students; emotion regulation; resilience; transition
Authors: Jeanette M Johnstone; Amanda Ribbers; David Jenkins; Rachel Atchley; Hanna Gustafsson; Joel T Nigg; Helané Wahbeh; Barry Oken Journal: J Restor Med Date: 2020-07-20