Effects of Mindfulness Training on Daily Stress Response in College Students : Ecological Momentary Assessment of a Randomized Controlled Trial
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F20%3A00115739" target="_blank" >RIV/00216224:14230/20:00115739 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s12671-020-01358-x" target="_blank" >https://link.springer.com/article/10.1007/s12671-020-01358-x</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s12671-020-01358-x" target="_blank" >10.1007/s12671-020-01358-x</a>
Alternative languages
Result language
angličtina
Original language name
Effects of Mindfulness Training on Daily Stress Response in College Students : Ecological Momentary Assessment of a Randomized Controlled Trial
Original language description
Objective Mindfulness training has been shown to reduce rates of depression, anxiety, and perceived stress, but its impact on stress and emotion regulation in real-world settings in the college-aged population is unknown. This study examines the effect of an 8-session-long mindfulness training on first-year college students' daily experiences of stress and emotion regulation. Methods Fifty-two first-year students were randomized to the mindfulness training or the waitlist-control group during the fall academic semester. Before, during and after the trial, students completed 10 days of ecological momentary assessments (EMAs), reporting on family and school or work stress, negative emotion, rumination, and interference by unwanted thoughts and emotions up to four times a day. Multilevel regression analysis compared levels of momentary stress and emotion regulation difficulties, as well as the strength of the moment-level association between stress and emotion regulation, by intervention condition, before, during and after the trial. Results Controls showed an exacerbation of family stress-related negative emotion, rumination, and interference, across the fall semester. However, intervention youth showed stable levels of emotion regulation responses to family stress across the semester. Emotion regulation responses to school or work stress did not differ by intervention condition. Conclusions Mindfulness training helps to prevent the depletion of emotion regulation capacity in this sample of relatively healthy first-year college students. EMAs allow the assessment of emotion regulation in the context of naturally occurring stress and enhance the specificity and external validity of evaluations of psychological interventions.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50100 - Psychology and cognitive sciences
Result continuities
Project
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Continuities
R - Projekt Ramcoveho programu EK
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Mindfulness
ISSN
1868-8527
e-ISSN
1868-8535
Volume of the periodical
11
Issue of the periodical within the volume
6
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
13
Pages from-to
1433-1445
UT code for WoS article
000520647600002
EID of the result in the Scopus database
2-s2.0-85082827352