Lack of Father-Love, Higher Stress Perception? Exploring the Potential of Mindfulness and Emotional Factors in Alleviating the Impact.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY Journal of Genetic Psychology Pub Date : 2025-02-17 DOI:10.1080/00221325.2025.2463083
Shuangqiang Liu, Yanhui Xiang
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引用次数: 0

Abstract

Father absence is a pervasive issue with profound implications for the psychological well-being of individuals. It is associated with various adverse outcomes, including increased perceived stress, which can lead to a host of mental and physical health problems. Despite the well-documented effects of father absence, there is a critical need to understand the underlying mechanisms that mediate this relationship. This research highlights the importance of mindfulness and emotional factors in this dynamic from the perspective of the mindfulness reperceiving model. We conducted this exploration among 408 young adults. Results suggested that mindfulness and positive affect were associated with the relationship between father absence and perceived stress. The model also indicated that father absence was related to perceived stress through the potential chain mediating pathway of 'mindfulness-negative affect'. Individuals experiencing father absence may perceive more stress, potentially due to lower levels of positive affect and reduced mindfulness. Moreover, it highlights a possible pathway where father absence is linked to increased stress through a combination of reduced mindfulness and heightened negative affect. Understanding the mechanisms through which father absence influences perceived stress is crucial for developing effective interventions. The study offers valuable insights into potential therapeutic strategies that can alleviate stress in individuals affected by father absence.

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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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