Does the acting with awareness trait of mindfulness buffer the predictive association between stressors and psychological symptoms in adolescents?

Calvete, Esther; Orue, Izaskun; Sampedro, Agurne

doi:10.1016/j.paid.2016.09.055

Cited by 51 publications

(39 citation statements)

References 28 publications

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“…Therefore, it is suggested to the college authorities that the problem of the uncontrollable mobile phone uses among students can be addressed by the implementation of training to enhance the level of acting with awareness. Besides, other studies have pointed out that the facet of acting with awareness is a positive construct and is linked with psychological well-being (Bohlmeijer et al, 2011;Calvete et al, 2017).…”

Section: Limitations and Implicationsmentioning

confidence: 99%

Alexithymia and Problematic Mobile Phone Use: A Moderated Mediation Model

Hao

Jin

2020

Front. Psychol.

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Alexithymia has been studied with its impact on problematic mobile phone use. However, none of these studies has examined the roles of mindfulness facets in this relationship. To address this issue, a total of 901 Chinese undergraduate students participated in this study and were tested with questionnaires for measuring their levels of alexithymia, problematic mobile phone use, and mindfulness facets. A moderated mediation model was constructed to examine the roles of mindfulness facets in the association between alexithymia and problematic mobile phone use. The results showed that after controlling for age and sex, alexithymia positively predicted problematic mobile phone use both directly (β = 0.157, p < 0.001) and indirectly via mindfulness facet of acting with awareness (16 th , 50 th , and 84 th percentiles of observing were −5.371, β = 0.019; −0.371, β = 0.216; and 4.629, β = 0.242, respectively, and the 95% confidence intervals were 0.142 to 0.246; 0.167 to 0.269; and 0.186 to 0.3, respectively). The facet of acting with awareness partially mediated this relationship in a negative way. Further, the facet of observing moderated the path between alexithymia and the facet of acting with awareness: with a higher level of observing, the negative association between alexithymia and acting with awareness became more negative (alexithymia × observing, β = −0.006, p = 0.001, 95% confidence interval −0.01 to −0.003). The current study advanced our understanding of the mechanism underlying the connection between alexithymia and problematic mobile phone use and helped to investigate how mindfulness skills benefited the individuals.

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Section: Limitations and Implicationsmentioning

confidence: 99%

Alexithymia and Problematic Mobile Phone Use: A Moderated Mediation Model

Hao

Jin

2020

Front. Psychol.

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“…The ALEQ (Hankin & Abramson, 2002) measures the frequency of experienced negative life events over a specified period of time (typically three or six months), in domains including family, peer, romantic/relationship, and school/achievement and neighborhood stressors. Studies using the ALEQ show stressor frequency to be associated with psychopathology in youth, including anxious arousal (Barrocas & Hankin, 2011; Hankin, 2008; Snyder & Hankin, 2016), depression symptoms (Barrocas & Hankin, 2011; Calvete, Orue, & Sampedro, 2017; Hankin, 2008; Snyder & Hankin, 2016; Young, LaMontagne, Dietrich, & Wells, 2012), general internalizing symptoms (Hankin, 2008) and externalizing behavior (Calvete et al, 2017; Hankin, 2008). The ALEQ has thus been demonstrated to be a valid measure of stress exposure in youth, which reliably predicts psychopathology.…”

Section: Introductionmentioning

confidence: 99%

Appraisals of dependent stressor controllability and severity are associated with depression and anxiety symptoms in youth

Fassett-Carman

Hankin

Snyder

2018

Anxiety, Stress, & Coping

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Background and Objectives: Stress is well established as a strong risk factor for internalizing psychopathology. Learned helplessness research demonstrates that perceived controllability of stressors affects internalizing symptoms. Furthermore, subjective perceived stress is associated with psychopathology. However, most recent research has focused on measuring the frequency and expert-rated severity of stressful life events despite evidence for the importance of stress perceptions. The present study brings together past and current literatures to investigate the importance of perceived severity and controllability of recent life events in the association between stressors and internalizing symptoms. Design and Methods: We used a revised version of the Adolescent Life Events Questionnaire (ALEQ) that asked participants (ages 13–22, N = 328) to rate the frequency of 65 stressful events typical to youth, as well as the perceived stressfulness and control they felt over each event. Events were categorized prior to analysis as dependent (self-generated), independent (fateful) or neither. Results: Controllability and severity appraisals were associated with depression and anxiety symptoms, controlling for stressor frequency (which also predicted symptoms), for dependent but not independent stressors. Conclusions: These results highlight the importance of controllability and severity appraisals as potential risk factors for internalizing disorders, exposing a potential target for therapy.

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“…The results of the study are consistent with previous research. Calvete et al (28) revealed that mindfulness exercises decrease the link be-tween stressors and increase self-awareness. Hanley and Garland (29) found a significant and positive relationship between mindfulness and academic self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

“…Calvete et al (28), in a one-year longitudinal study on 1,257 adolescents aged 14 to 18 years, addressed the selfconsciousness caused by mindfulness exercises on stressors and physiological symptoms in adolescents. The results indicated that self-consciousness weakened the link between stressors, external problems and antisocial behaviors, such that the violent and antisocial behaviors of these adolescents decrease, whereas their positive social behaviors increase.…”

Section: Introductionmentioning

confidence: 99%

Designing an Educational Mindfulness Program and Its Effectiveness on Students' Cognitive, Emotional and Educational Processes

et al. 2019

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Background: Entrance to a university is associated with a range of stressful academic, cognitive and emotional resources, and students may be frustrated and conflicted when experiencing these pressures as well as they may exhibit a range of psychological responses. Objectives: This study aimed at designing an educational program for mindfulness and its effectiveness in students' cognitive, emotional, and educational processes. Methods: The study was conducted by descriptive-correlational method among third-year medical students of Tehran University of Medical Sciences in 2017-18. The statistical population included 250 people. The sample size was determined at 30 patients by power analysis method for conducting a quasi-experimental intervention with two 1.5-month and 3-month follow-up. Data collection tools included Bauer's mindfulness questionnaire (2006), Cassidy and Long's Scale of Problem-Solving (1996), Maslach burnout inventory (2002), Dillon and Grout academic alienation scale (1976), and Grant and Langford self-reflection and insight scale (2002). Cronbach's alpha coefficients of tools in this study were 0.75 for Bauer's questionnaire, 0.70 for Cassidy and Long's scale, 0.70 for Maslach, 0.73 for Grant and Langford, and 0.71 for Dillon and Grout. The intervention program was designed based on the Roeser and Schunert-Reichl (2016) mindfulness program. The face validity of the program was assessed by Fortalza Tool (2017) and a pilot study was carried out. Results (P < 0.01) were significant, indicating the acceptance of the designed package. Descriptive statistics and homogeneity tests, analysis of variance (ANOVA) and repeated measures multivariate analysis were performed with SPSS 23 software for statistical investigation. Results: The findings showed that at P < 0.01, mindfulness training program had a significant positive effect on all components of problem-solving ability and academic alienation. Mindfulness do not affect the environmentalism of emotional mindfulness (P < 0.05) and the pessimism component of academic burnout (P < 0.05). In all of the components, the sphericity assumption of the spatial distribution and the Levin test and the normal distribution were observed. Conclusions: Mindfulness education program can affect students' cognitive and emotional processes and can be effective in reducing educational problems such as academic burnout and academic alienation, meanwhile, in increasing problem-solving and emotional mindfulness. It is recommended that this educational program should be implemented for new students of the universities.

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Does the acting with awareness trait of mindfulness buffer the predictive association between stressors and psychological symptoms in adolescents?

Cited by 51 publications

References 28 publications

Alexithymia and Problematic Mobile Phone Use: A Moderated Mediation Model

Alexithymia and Problematic Mobile Phone Use: A Moderated Mediation Model

Appraisals of dependent stressor controllability and severity are associated with depression and anxiety symptoms in youth

Designing an Educational Mindfulness Program and Its Effectiveness on Students' Cognitive, Emotional and Educational Processes

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