Effects of Mindfulness Training on Daily Stress Response in College Students : Ecological Momentary Assessment of a Randomized Controlled Trial
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Effects of Mindfulness Training on Daily Stress Response in College Students : Ecological Momentary Assessment of a Randomized Controlled Trial
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Effects of Mindfulness Training on Daily Stress Response in College Students : Ecological Momentary Assessment of a Randomized Controlled Trial
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50100 - Psychology and cognitive sciences
Návaznosti výsledku
Projekt
—
Návaznosti
R - Projekt Ramcoveho programu EK
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Mindfulness
ISSN
1868-8527
e-ISSN
1868-8535
Svazek periodika
11
Číslo periodika v rámci svazku
6
Stát vydavatele periodika
NL - Nizozemsko
Počet stran výsledku
13
Strana od-do
1433-1445
Kód UT WoS článku
000520647600002
EID výsledku v databázi Scopus
2-s2.0-85082827352