Graduate Resilience in Future Workplace: Mindfulness-Based Research on Personality Traits, Trait Affect and Resilience

Objectives Mindfulness skills have been shown to be an important attribute for mental and general well-being. The neurohormone oxytocin and resilience are established biological and psychological factors that are associated with mindfulness. This study aimed to elucidate the interaction of resilience and oxytocin levels as independent variables to predict mindfulness facets in university students. Method Participants (n = 96) were university students in Hong Kong who previously participated in a resilience study with no history of mental health disorders or substance abuse. Mindfulness and resilience were measured using the Chinese versions of the Five Facet Mindfulness Questionnaire and the Connor-Davidson Resilience Scale, respectively. Saliva samples were collected to measure oxytocin levels using an enzyme-linked immunosorbent assay kit. A moderator analysis was conducted to assess the associations between oxytocin levels (predictor) and the five facets of mindfulness (outcomes) under the moderation effect of resilience (moderator). Results The interaction between oxytocin and resilience levels predicted the nonreactivity facet of mindfulness. Specifically, oxytocin levels significantly and positively predicted nonreactivity in participants with low or moderate resilience levels, but not in those with high resilience. Conclusion This study showed the influence of oxytocin levels on mindfulness was significant only in participants with low or moderate resilience, suggesting that oxytocin might act on other factors instead of influencing mindfulness in individuals with high levels of resilience. Pre-registration This study is not pre-registered.

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Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies

Grozev,

Easterbrook

2024

Education Sciences

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Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.

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Graduate Resilience in Future Workplace: Mindfulness-Based Research on Personality Traits, Trait Affect and Resilience

Cited by 3 publications

References 79 publications

Stress and Resilience in the Workplace

Stress and Resilience in the Workplace

The Differential Effect of Oxytocin on Mindfulness in People with Different Resilience Level

Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies

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