正念和情绪调节：在升入大学期间促进幸福感。,Anxiety, Stress & Coping

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正念和情绪调节：在升入大学期间促进幸福感。
Anxiety, Stress & Coping ( IF 2.3 ) Pub Date : 2018-09-08 , DOI: 10.1080/10615806.2018.1518635
Lucy Finkelstein-Fox ₁ , Crystal L Park ₁ , Kristen E Riley _{1,

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Affiliation

背景和目的控制压力对于适应大学生活的一年级大学生非常重要。情绪调节的各个方面，包括正念和适应性调节痛苦情绪的能力，通常与幸福感呈正相关。但是，很少有研究检查这些结构在预测压力过渡过程中调整变化方面的重叠和/或不同作用。因此，本研究考察了正念和适应性情绪调节能力对大学过渡期间维持幸福感的贡献。我们进一步研究了心身做法的经验，这可能会促进正念和积极的调整。在大约第一学期开始和结束时，我们对158名本科生进行了在线设计调查。方法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，情绪和精神健康以及心身练习的经验。结果与正念相比，适应性情绪调节能力在很大程度上显示出与幸福感相关的横断面和纵向关联。然而，对于情绪调节困难较大的学生，正念独特地防止抑郁症的改变。超过一半的参与者报告曾尝试过身心练习，但只有1％的参与者报告了目前的用法。结论在大学开始时提倡正念练习和适应性情绪调节能力可能会增强本科生的适应能力。情感和精神健康，以及心身实践经验。结果与正念相比，适应性情绪调节能力在很大程度上显示出与幸福感相关的横断面和纵向关联。然而，对于情绪调节困难较大的学生，正念独特地防止抑郁症的改变。超过一半的参与者报告曾尝试过身心练习，但只有1％的参与者报告了目前的用法。结论在大学开始时提倡正念练习和适应性情绪调节能力可能会增强本科生的适应能力。情感和精神健康，以及心身实践经验。结果与正念相比，适应性情绪调节能力在很大程度上显示出与幸福感相关的横断面和纵向关联。然而，对于情绪调节困难较大的学生，正念独特地防止抑郁症的改变。超过一半的参与者报告曾尝试过身心练习，但只有1％的参与者报告了目前的用法。结论在大学开始时提倡正念练习和适应性情绪调节能力可能会增强本科生的适应能力。然而，对于情绪调节困难较大的学生，正念独特地防止抑郁症的改变。超过一半的参与者报告曾尝试过身心练习，但只有1％的参与者报告了目前的用法。结论在大学开始时提倡正念练习和适应性情绪调节能力可能会增强本科生的适应能力。然而，对于情绪调节困难较大的学生，正念独特地防止抑郁症的改变。超过一半的参与者报告曾尝试过身心练习，但只有1％的参与者报告了目前的用法。结论在大学开始时提倡正念练习和适应性情绪调节能力可能会增强本科生的适应能力。

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Mindfulness and emotion regulation: promoting well-being during the transition to college.

BACKGROUND AND OBJECTIVES 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. DESIGN Online surveys were administered to 158 undergraduates near the beginning and end of their first semester. METHODS 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. RESULTS 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. CONCLUSIONS Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.

更新日期：2019-11-01

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