Lu Junfei, Chen Yi, Mudathir Dhikrullah
Department of Educational Studies in Psychology, Research Methodology and Counseling, The University of Alabama, Tuscaloosa, Alabama, USA.
J Am Coll Health. 2025 Jul 23:1-8. doi: 10.1080/07448481.2025.2533918.
This study examines the mediating roles of two facets of decentering - self-as-context and cognitive defusion - in the relationship between mindfulness and stress among undergraduate students. 204 undergraduate students from a U.S. university participated in the study. A cross-sectional design was employed, utilizing self-report measures to assess mindfulness, stress, self-as-context, and cognitive defusion. Mediation analyses were conducted to explore indirect pathways between mindfulness and stress through decentering facets. Two major findings are (a) the relationship between mindfulness and stress was mediated by cognitive defusion, and (b) mindfulness influenced stress through a sequential pathway involving self-as-context and cognitive defusion. These results suggest that mindfulness may help stress coping through increased cognitive defusion and self-as-context awareness. This study highlights the distinct mediating roles of decentering facets in the mindfulness-stress relationship. Understanding these mechanisms may inform mindfulness-based interventions aimed at improving stress-coping strategies among undergraduate students.
本研究考察了去中心化的两个方面——自我即情境和认知解离——在本科生正念与压力关系中的中介作用。来自美国一所大学的204名本科生参与了该研究。采用横断面设计，利用自我报告测量方法来评估正念、压力、自我即情境和认知解离。进行中介分析以探索通过去中心化方面在正念与压力之间的间接路径。两个主要发现是：（a）正念与压力之间的关系由认知解离介导；（b）正念通过涉及自我即情境和认知解离的顺序路径影响压力。这些结果表明，正念可能通过增强认知解离和自我即情境意识来帮助应对压力。本研究强调了去中心化方面在正念 - 压力关系中独特的中介作用。理解这些机制可能为旨在改善本科生压力应对策略的基于正念的干预措施提供信息。
