Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence

Abstract

Scholars have only just begun to examine elements of young adolescents’ social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; MageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders’ data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships, (2) unvictimized but weak relationships with adults, (3) moderately victimized but strong relationships, and (4) victimized but strong relationships. Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents’ everyday lives.

Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches

“…The variable-centered approach is helpful to quantify the individual variables’ effects while controlling for potential confounds ( Warren et al, 2021 ), but this approach might conceal important results and implications ( Stern and Hertel, 2020 ). The person-centered approach instead examines how the combination of variables to function together and mainly focuses on subgroups of individuals with the most common patterns of scores observed according to the data ( Lanza and Cooper, 2016 ).…”