Positive and negative mind wandering: an assessment of their relationship with mindfulness and metacognition in university students / Divagación mental positiva y negativa: evaluando su relación con la atención plena y la metacognición en estudiantes universitarios

IF 0.2 Q4 PSYCHOLOGY, MULTIDISCIPLINARY Studies in Psychology-Psikoloji Calismalari Dergisi Pub Date : 2019-09-02 DOI:10.1080/02109395.2019.1679457
David Torres-Irribarra, Miguel Ibaceta, David D. Preiss
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引用次数: 1

Abstract

Abstract This article reports the results of an initial study whose purpose was to create a mind wandering scale in Spanish through documenting evidence of its validity. Then, it presents the results of a second study that develops correlation and regression analysis on the relationship between positive and negative mind wandering, mindfulness, metacognition and frequency of daydreaming. Positive mind wandering has a positive correlation with all the mindfulness facets and metacognition scales, with the exception of the Academic Difficulties scale. Negative mind wandering has a negative correlation with all the mindfulness facets and metacognition scales, with two exceptions: Observing, which is uncorrelated with Negative Mind Wandering, and Academic Difficulties, which correlates positively. Likewise, the study allowed a preliminary identification of how positive and negative mind wandering — as well as facets of mindfulness — predict different metacognition scales. Upon examination of interaction effects, three significant — negative — effects were detected between positive mind wandering and the frequency of daydreaming when predicting (i) Independent Thinking, (ii) Academic Self-efficacy and (iii) Metacognitive Strategies. This suggests that, for these three response variables, the positive effects associated with positive mind wandering decrease as the frequency of daydreaming increases.
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正念和负念漂移:对大学生正念和元认知关系的评估/正念和负念漂移:对大学生正念和元认知关系的评估
摘要本文报告了一项初步研究的结果,该研究的目的是通过记录其有效性的证据来创建西班牙语的走神量表。在此基础上,对正念、负念、元认知和白日梦频率之间的关系进行了相关分析和回归分析。除学业困难量表外,积极走神与所有正念量表和元认知量表均呈正相关。负性走神与正念各方面及元认知量表均呈负相关,但有两个例外:观察与负性走神不相关,学业困难与负性走神呈正相关。同样,这项研究也初步确定了积极和消极的走神——以及正念的各个方面——如何预测不同的元认知量表。通过对交互效应的检验,在预测(i)独立思考、(ii)学术自我效能和(iii)元认知策略时,我们发现了积极走神和白日梦频率之间的三个显著的负向效应。这表明,对于这三个反应变量,随着白日梦频率的增加,与积极思维漫游相关的积极影响会减少。
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