“…Baer, Smith, Hopkins, Krietemeyer, and Toney (2006) empirically validated a five facet model of mindfulness, consisting of: (1) observing internal (e.g., sensations, thoughts, emotions) and external stimuli (e.g., sights, sounds, smells), (2) objectively describing and labeling internal and external stimuli, (3) acting with awareness, rather than acting mechanically with attention focused elsewhere, (4) non-judging of inner experiences, and (5) non-reactivity to inner experiences. Dispositional levels of these facets, particularly acting with awareness, non-judging of inner experience, and non-reactivity to inner experience, are associated with enhanced well-being (e.g., positive affect) and decreased psychological distress (e.g., negative affect, depression, anxiety, and stress) among students (Short & Mazmanian, 2013). Moreover, research investigating dispositional mindfulness in relation to neurocognitive functions indicates that individuals high in observing demonstrate enhanced visual working memory, while individuals high in non-reactivity exhibit greater cognitive flexibility, as assessed by the Stroop Task (Anicha et al, 2012).…”