On the role of mindfulness and compassion skills in students' coping, well‐being, and development across the transition to college: A conceptual analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00023752%3A_____%2F19%3A43919859" target="_blank" >RIV/00023752:_____/19:43919859 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/full/10.1002/smi.2850" target="_blank" >https://onlinelibrary.wiley.com/doi/full/10.1002/smi.2850</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/smi.2850" target="_blank" >10.1002/smi.2850</a>

Jazyk výsledku

angličtina

Název v původním jazyce

On the role of mindfulness and compassion skills in students' coping, well‐being, and development across the transition to college: A conceptual analysis

Popis výsledku v původním jazyce

In this paper, we aim to integrate the current conceptual approaches to stress and coping processes during the college transition with the potential role of mindfulness and compassion (MC) skills on students&apos; well‐being and development. First, we provide an overview of the issues and challenges emerging adults are facing during the transition to college, drawing on the revised version of the transactional stress model by Lazarus and Folkman (1984). Second, we introduce a conceptual model of adaptive stress and coping processes enhanced by MC skills to positively impact the appraisal and coping resources and emerging adults&apos; mental health. Specifically, MC skills may play an important role in promoting a healthy stress response by strengthening emerging adults&apos; socioemotional competencies and supporting the development of adaptive appraisal and coping resources, including processes antecedent and consequent to a coping encounter. In particular, MC skills were hypothesized to enhance (a) preparedness to cope, (b) productive stress response through adaptive appraisals and skillful deployment of coping resources, and (c) healthy postcoping reflections. Therefore, MC skills may be a useful preventive tool to strengthen emerging adults&apos; ability to adjust to a new academic environment and fulfil the developmental tasks of this period.

Název v anglickém jazyce

On the role of mindfulness and compassion skills in students' coping, well‐being, and development across the transition to college: A conceptual analysis

Popis výsledku anglicky

In this paper, we aim to integrate the current conceptual approaches to stress and coping processes during the college transition with the potential role of mindfulness and compassion (MC) skills on students&apos; well‐being and development. First, we provide an overview of the issues and challenges emerging adults are facing during the transition to college, drawing on the revised version of the transactional stress model by Lazarus and Folkman (1984). Second, we introduce a conceptual model of adaptive stress and coping processes enhanced by MC skills to positively impact the appraisal and coping resources and emerging adults&apos; mental health. Specifically, MC skills may play an important role in promoting a healthy stress response by strengthening emerging adults&apos; socioemotional competencies and supporting the development of adaptive appraisal and coping resources, including processes antecedent and consequent to a coping encounter. In particular, MC skills were hypothesized to enhance (a) preparedness to cope, (b) productive stress response through adaptive appraisals and skillful deployment of coping resources, and (c) healthy postcoping reflections. Therefore, MC skills may be a useful preventive tool to strengthen emerging adults&apos; ability to adjust to a new academic environment and fulfil the developmental tasks of this period.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Stress and Health

ISSN

1532-2998

e-ISSN

—

Svazek periodika

35

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

146-156

Kód UT WoS článku

000466030900004

EID výsledku v databázi Scopus

2-s2.0-85059704254