基于课程的正念干预对大学生完美主义、压力、焦虑、自我同情和社会联系的影响

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-04-19 DOI:10.1002/pits.23201
Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent
{"title":"基于课程的正念干预对大学生完美主义、压力、焦虑、自我同情和社会联系的影响","authors":"Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent","doi":"10.1002/pits.23201","DOIUrl":null,"url":null,"abstract":"Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (<jats:italic>n</jats:italic> = 15). The experimental sample, aged 18−54 (<jats:italic>M</jats:italic> = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (<jats:italic>n</jats:italic> = 30), with ages ranging from 17 to 38 (<jats:italic>M</jats:italic> = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"64 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of a course‐based mindfulness intervention on college student perfectionism, stress, anxiety, self‐compassion, and social connectedness\",\"authors\":\"Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent\",\"doi\":\"10.1002/pits.23201\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (<jats:italic>n</jats:italic> = 15). The experimental sample, aged 18−54 (<jats:italic>M</jats:italic> = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (<jats:italic>n</jats:italic> = 30), with ages ranging from 17 to 38 (<jats:italic>M</jats:italic> = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":\"64 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-04-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23201\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23201","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

摘要

大专学生的完美主义水平不断上升,这可能是学生在适应大专教育方面面临挑战的原因之一。最近的研究表明,以正念为基础的干预措施可能是缓解高度完美主义的一个很有前景的途径,此外还能改善情绪和社会福祉。本研究旨在评估为期 8 周的正念课程对大专学生的影响(与非正念对照组进行比较)。研究变量包括正念、多维完美主义(自我导向型、他人导向型和社会规定型)、压力、焦虑、自我同情和社会联系。学生们自行报名参加了加拿大艾伯塔省一所大学开设的正念课程(n = 15)。实验样本年龄在 18-54 岁之间(男 = 25.27,女 = 11.47),96.7% 为女性。对照组是从一年级和二年级的心理学班级中招募的(n = 30),年龄在 17 到 38 岁之间(M = 21.70,SD = 5.36),70% 为女性。学生们在临近学期开始时完成了当面调查,并在 8 周后再次完成了调查。我们进行了方差分析和线性回归分析。与之前的研究一致,结果表明,练习正念的大学生表现出较低的完美主义(自我导向型和他人导向型)、压力和焦虑,以及较高的正念和自我同情。此外,正念组的人际关系也有所改善,因为他们的社会联系增加了。令人费解的结果表明,社会联系有两种途径,因为对照组也显示出社会联系的增加,这可能是由更大的压力和自我批判引起的。本研究的结果令人印象深刻(考虑到样本量较小,而且在学期中的高压力时间段进行测试后测量),并表明将正念练习融入课程可以提高中学后学生的情绪和社交幸福感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The effects of a course‐based mindfulness intervention on college student perfectionism, stress, anxiety, self‐compassion, and social connectedness
Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18−54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
期刊最新文献
How to Utilize University Nursing Clinic Resources Successfully to Transition Autistic Adolescents into Higher Education The development of sources of self‐efficacy in self‐regulation during one primary school year: the role of gender, special educational needs, and individual strengths Mastery performance‐goal orientation objective test: goal orientation profiles Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences Developing and validating perceived intercultural communication anxiety/apprehension scale
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1