a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA.
b Department of Psychiatry and Behavioral Sciences , Memorial Sloan Kettering Cancer Center , New York , NY , USA.
Anxiety Stress Coping. 2018 Nov;31(6):639-653. doi: 10.1080/10615806.2018.1518635. Epub 2018 Sep 6.
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.
Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.
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.
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.
Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.
应对压力对于适应大学生活的一年级学生来说非常重要。情绪调节的各个方面，包括正念和适应性地调节困扰情绪的能力，通常与幸福感呈正相关。然而，很少有研究探讨这些结构在预测压力过渡期间调整变化方面的重叠和/或独特影响。因此，本研究探讨了正念和适应性情绪调节能力在维持大学生活过渡期间幸福感方面的贡献。我们进一步研究了身心实践经验，这可能会促进正念和积极调整。
在第一个学期开始和结束时，对 158 名本科生进行了在线调查。
在学期开始和结束时，学生报告了正念水平、适应性情绪调节能力、情感和精神幸福感以及身心实践经验。
与正念相比，适应性情绪调节能力在横断面和纵向与幸福感方面表现出更强的关联。然而，对于情绪调节困难较大的学生，正念可以独特地预防抑郁变化。超过一半的参与者报告曾尝试过身心实践，但只有 1%的人目前在使用。
在大学开始时促进正念实践和适应性情绪调节能力可能会增强本科生的适应力。
