The Relationship Between Trait Mindfulness and Well-Being in College Students: The Serial Mediation Role of Flow Experience and Sports Participation

Abstract

Purpose The current college students have a lot of mental pressure due to their heavy study, life and work burdens, and the incidence of college students’ problems continues to rise. Sports are considered to be one of the best ways to improve the well-being of college students. However, the mechanism of college students’ well-being is still unclear. This article is intended to exploring the mechanism of action of Trait Mindfulness (TM) on well-being in college students. Methods Four hundred and ninety six college students were tested with Mindfulness Attention Awareness Scale, Flow Experience Scale, Physical Activity Rating Scale, and Subjective Well-being Scale. Results College students’ trait mindfulness (TM) can predict well-being, college students’ trait mindfulness (TM) can have an indirect impact on well-being through flow experience, and college students’ trait mindfulness (TM) has an indirect impact on well-being through sports participation. In addition, flow experience and sports participation play a sequential mediating role between college students’ trait mindfulness (TM) and well-being. Conclusion Flow experience and sports participation play a sequential mediating role between college students’ trait mindfulness(TM) and well-being. The current research results indicate that college students get well-being in sport activities. Trait mindfulness influences the behavioral tendency of sports participation through the mediation of thinking activities and cognitive function sequences. The results of this study provide a new literature reference for expanding the theory of positive emotion expansion and well-being. In addition, this study also provides an important basis for improving college students’ well-being and college education.

Understanding college success through the lens of first-generation students in China: An interpretative phenomenological analysis

“…Participants acknowledged the value of personal achievements in academia, the pursuit of personal interests, and maintaining a balanced approach to studying. These findings are consistent with existing literature on college student well-being, which highlights the importance of a holistic approach to success that considers both academic achievements and personal fulfillment [ 50 , 51 ]. Engaging in extracurricular activities, building supportive relationships, and taking time for relaxation and travel were seen as crucial for promoting well-being and personal growth.…”

Flow Training Program: Mindfulness, Decision Making, and Mental Well-Being of Young and Adult Elite Handball Athletes

“…Schutte and Malouff [ 15 ] indicated not only a strong association between mindfulness and flow, but also a connection with a variety of beneficial results for practitioners. Therefore, the improvement in mental well-being may not only be accompanied by an excellent disposition for flow and an adequate level of mindfulness, but it may also be an excellent indicator of improved athlete performance [ 9 , 47 , 60 ]. Positive correlations also indicated that the program may offer the athletes the ability to experiment and increase their dispositional flow state and mindfulness in activities other than those related to sports contexts.…”

Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis

“…For example, studies have found that flow experience is associated with improved life satisfaction (Rogatko, 2009) and well-being (Asakawa, 2010) among college students. Furthermore, evidence suggests a positive correlation between the experience of flow in academic and athletic activities and the well-being of university students (Lin, 2023). Importantly, flow during academic activities has been identified as a consistent positive predictor of well-being and academic achievement and, conversely, as a negative predictor of burnout among university students (Rijavec et al, 2017).…”