Mindfulness and emotion regulation: promoting well-being during the transition to college.

BACKGROUND AND OBJECTIVES

Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind-body practices, which may promote mindfulness and positive adjustment.

DESIGN

Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.

METHODS

Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind-body practices.

RESULTS

Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind-body practices, but just 1% reported current use.

CONCLUSIONS

Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.