Mindfulness and emotion regulation: promoting well-being during the transition to college.
Lucy Finkelstein-Fox, Crystal L Park, Kristen E Riley
Anxiety, Stress, and Coping September 6, 2018 DOI: 10.1080/10615806.2018.1518635 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational cohort (longitudinal survey) Cross-sectional Peer reviewed |
|---|---|
| Sample size | 158 |
| Population | First-year undergraduate college students |
| Duration | Assessments near the beginning and end of the first semester |
| Topics | Meditation |
| Keywords | Humans Yoga Health surveys Cross-sectional studies Stress, psychological Emotions Mental health Universities Adolescent Connecticut Female Self-control Transition Resilience College students Emotion regulation |
| Key findings | Adaptive emotion regulation abilities showed stronger cross-sectional and longitudinal associations with well-being than mindfulness did. Mindfulness protected against changes in depression among students with greater emotion regulation difficulties. More than half of participants had tried mind-body practices, but only 1% reported current use. |
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.