The Moderating Role of Mindfulness on the Relationship between Stress and Academic Adjustment in College Student

Document Type : Scientific Articles

Authors

1 Faculty of Sis tan and Baluchistan

2 Faculty of Lorestan

Abstract

The purpose of the current study was to examine the moderating effect of mindfulness in the relationship between stress and academic adjustment in undergraduate students. This research was a descriptive study of correlation kind. 312 first year undergraduate students were selected at Lorestan University by multistage cluster sampling method. The students completed Perceived Stress Scale (Cohen and et al, 1983), Mindful, Attention Awareness Scale (Brown and Ryan, 2003), and completed the academic adjustment scale of Baker and Siryak (1989). Hierarchical linear regression analyses were used to examine the relationship between stress and academic adjustment, and also the moderating role of mindfulness. Results reveal that there is a significant relationship between stress and academic adjustment. Moderator role of mindfulness in the relationship between stress and academic adjustment was also confirmed. This study cleared that higher levels of mindfulness moderates the relationship between stress and academic adjustment.

Keywords

References

. آقایوسفی، علیرضا؛ اورکی، محمد؛ زارع، مریم؛ ایمانی، سعید. (1392). ذهن‌آگاهی و اضطراب استرس، کاهش بر آگاهی ذهن اثربخشی: اعتیاد و گاهی سوءمصرف در افسردگی مواد. اندیشه و رفتار، 7 (27)، 17-27.
2. ارشدی، نسرین؛ پیریایی، صالحه. (1393). نقش تعدیل‌کنندة صفت شخصیتی وجدانی‌بودن در رابطة بین فرسودگی عاطفی و عملکرد شغلی. دو فصلنامة مشاوره کاربردی، 4 (2)، 19-36.
3. باستانی، فریده؛ قاسمی، الهام؛ رمضان‌زاده تبریز، الهه؛ جانانی، لیلا؛ رحمت‌نژاد، لیلی. (1393). بررسی استرس درک‌شده و سازگاری مذهبی در زنان مراقبت‌کننده از سالمندان مبتلا به دمانس. مجلة دانشگاه علوم پزشکی رفسنجان، ۱۳ (۱۰)، 936-925.
4. جعفری، نجمی؛ شاطریان محمدی، فاطمه؛ فرقدانی، آزاده. (1393). تأثیر سبک‌های پردازش اطلاعات منطقی- تجربه‌ای بر ذهن‌آگاهی و‌ سازگاری تحصیلی دانشجویان. فصلنامة مشاوره و روان‌درمانی، 3 (11)، 102-82.
5. زارعی، حیدرعلی؛ میرهاشمی، مالک؛ شریفی، حسن‌پاشا. (1391). ارتباط سبک‌های تفکر با سازگاری تحصیلی در دانشجویان پرستاری. مجلة ایرانی آموزش در علوم پزشکی، 12 (3)، 160-166.
6. شهسوارانی، امیرمحمد؛ سید‌کاظم، رسول‌زاده طباطبایی؛ عشایری، حسن؛ ستاری، کلثوم. (1389). تأثیر استرس بر توجه انتخابی و متمرکز بینایی با در‌نظر گرفتن اثر آن در آموزش و یادگیری. اندیشه‌های نوین تربیتی،‌ 4 (24)، 170-194.
7. محتشمی، سیده نسیبه؛ فرقدانی، آزاده؛ گنجی کامران. (1392). بررسی اثرات اصلی و تعاملی سبک‌های دفاعی و ذهن‌آگاهی بر پیشرفت تحصیلی دانشجویان و نوع مکانیزم دفاعی مرتبط با پیشرفت تحصیلی. اندیشه‌های نوین تربیتی، 3 (9)، 87-107.
8. میکائیلی، فرزانه؛ فتحی، گونا؛ شهودی، مریم؛ زندی، جلیل. (1394). تحلیل روابط بین امید، خودکارآمدی، انگیزش و تنشگرها با سازگاری تحصیلی در میان دانشجویان کارشناسی دانشگاه ارومیه. اندیشه‌های نوین تربیتی، 1 (11)، 57-88.
9. معنوی‌پور، داوود؛ باغدارساریانس، آنیتا؛ خدایی‌ساخلو، سلیمه. (1392). بررسی ویژگی‌های روان‌سنجی پرسشنامة بهوشیاری. فصلنامة روان‌شناسی صنعتی سازمانی، 4 (17)، 56-49.
10. نژاداحمدی، ندا؛ مرادی، علیرضا. (1393). رابطة ذهن‌آگاهی، راهبردهای مقابله‌ای و استرس ادراک‌شده با کیفیت زندگی بیماران سرطانی. فصلنامة پژوهش‌های نوین روان‌شناختی، 35 (9)، 172-188.
11. Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143.
Cullen M. (2011). Mindfulness-based interventions: an emerging phenomenon. Mindfulness 2, 186–193 10.1007/s12671-011-0058-1.
12. Baker, R. W;, & Siryk, B. (1989). Student Adaptation to College Questionnaire manual.  Los Angeles, CA:  Western Psychological Services.
13. Baron R. M; Kenny D. A. (1986). The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. J. Pers. Soc. Psychol. 51, 1173–1182 10.1037/0022-3514.51.6.1173.
14. Bester, E; Naidoo, P; Botha, A. (2016). The role of mindfulness in the relationship between life satisfaction and spiritual wellbeing amongst the elderly. Social Work, 52(2), 245-266. http://dx.doi.org/10.15270/52-2-503
15. Brown, K. W; Goodman, R. J; Inzlicht, M. (2013). Dispositional mindfulness and the attenuation of neural responses to emotional stimuli. Soc. Cogn. Affect. Neurosci. 8, 93–99 10.1093/scan/nss004.
16. Brown, K. W; Ryan, R. M; Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211–237.10.1080/10478400701598298.
17. Bowlin, S. L; Baer, R. A. (2012). Relationships between mindfulness, self-control, and psychological functioning. Personality and Individual Differences, 52(3), 411-415.        http://dx.doi.org/10.1016/j.paid.2011.10.050.
18. Calvete, E; Orue, I; Sampedro, A. (2017). Does the acting with awareness trait of mindfulness buffer the predictive association between stressors and psychological symptoms in adolescents? Personality and Individual Differences, 105, 158-163. doi: 10.1016/j.paid.2016.09.055.
19. Chao, R. C-L. (2012). Managing perceived stress among college students: The roles of social support and dysfunctional coping. Journal of College Counseling, 15, 5-21. doi:10.1002/j.2161-1882.2012.00002.x.
20. Cohen, S; Kamarck, T; Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. doi: 10.2307/2136404.
21. Cole, N. N; Nonterah, C. W; Utsey, S. O; Hook, J. N; Hubbard, R. R; Opare-Henaku, A; Fischer, N. L. (2014). Predictor and Moderator Effects of Ego Resilience and Mindfulness on the Relationship Between Academic Stress and Psychological Well-Being in a Sample of Ghanaian College Students. Journal of Black Psychology, 41(4):340-357. doi: 10.1177/0095798414537939.
22. Davis, T. J; Morris, M; Drake, M. M. (2016). The moderation effect of mindfulness on the relationship between adult attachment and wellbeing. Personality and Individual Differences, 96, 115-121. http://dx.doi.org/10.1016/j.paid.2016.02.080.
23. DeBerard, M. S; Spielmans, G. I; Julka, D. L. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66–80.
24. Denver, R. J. (2009). Structural and functional evolution of vertebrate neuroendocrine stress systems. Annals of the New York Academy of Sciences, 1163, 1–16. doi: 10.1111/j.1749-6632.2009.04433.x.
25. Dyson, R; Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62, 1231–1244. doi: 10.1002/jclp.20295.
26. Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress & Coping, 21, 3–14. doi: 10.1080/10615800701740457.
27. Folkman, S; Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150–170. doi: 10.1037/0022-3514.48.1.150.
28. Gibbons, C. (2015). Stress, eustress and the national student survey. Psychology of Teaching Review, 21(2), 86–91.
29. Gilbert, B. D; Christopher, M. S. (2010). Mindfulness-based attention as a moderator of the relationship between depressive affect and negative cognitions. Cognitive Therapy and Research, 34(6), 514-521. doi: 10.1007/s10608-009-9282-6.
30. Grover, S; Teo, S. T; Pick, D; Roche, M. (2015). Mindfulness as Moderator of Emotional Demands of Nursing on Psychological Stress. In Academy of Management Proceedings (Vol. 2015, No. 1, p. 10656). Academy of Management. doi: 10.5465/AMBPP.2015.10656.
31. Goldman, N; Glei, D. A;Seplaki, C; Liu, I. W;Weinstein, M. (2005). Perceived stress and physiological dysregulation in older adults. Stress 8, 95–105. doi: 10.1080/10253890500141905.
73[N1] –107 Available online at: http://psycnet.apa.org/psycinfo/2004-19791-008.
33. Kabat-Zinn, J. (2008). Arriving at your own door. London: Piatkus Books.
34. Kong, F; Wang, X; Zhao, J. (2014). Dispositional mindfulness and life satisfaction: the role of core self-evaluations. Personality and Individual Differences, 56:165-169. doi: 10.1016/j.paid.2013.09.002.
35. Lang, A. J. (2017). Mindfulness in PTSD treatment. Current Opinion in Psychology, 14, 40-43. doi: 10.1016/j.copsyc.2016.10.005.
36. Lazarus, R. S; Folkman, S. (1984). Stress appraisal and coping. New York NY: Springer.
37. Lee, A. C; Harvey, W. F; Price, L. L; Morgan, L. P. K; Morgan, N. L; Wang, C. (2016). Mindfulness is associated with psychological health and moderates pain in knee osteoarthritis. Osteoarthritis and Cartilage. doi: http://dx.doi.org/10.1016/j.joca.2016.06.017.
38. Mason, J. W. A. (1971). Re-evaluation of the concept of non-specificity in stress theory. Journal of Psychiatric Research, 8, 323–33. doi: 10.1016/0022-3956(71)90028-8
39. Marks, A. D. G; Sobanski, D. J; Hine, D. W. (2010). Do dispositional rumination and/or mindfulness moderate the relationship between life hassles and psychological dysfunction in adolescents? The Australian and New Zealand Journal of Psychiatry, 44(9), 831–838. doi:10.3109/00048674.2010.487478.
40. McEwen, B. S. (2007). Physiologyandneurobiologyofstressandadaptation: central roleofthebrain. Physiological Reviews, 87(3), 873-904. doi: 10.1152/physrev.00041.2006.
41. Pidgeon, A; Lacota, K; Champion, J. (2013). The moderating effects of mindfulness on psychological distress and emotional eating behaviour. Australian Psychologist, 48(4), 262-269. doi: 10.1111/j.1742-9544.2012.00091.x.
42. Poulin, P.A; Romanow, H.C; Rahbari, N. et al. (2016). The relationship between mindfulness, pain intensity, pain catastrophizing, depression, and quality of life among cancer survivors living with chronic neuropathic pain. Supportive Care in Cancer, 1-9. doi:10.1007/s00520-016-3243-x.
43. Ramasubramanian, S. (2016). Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach. International Journal of Adolescence and Youth, 1-14 doi.org/10.1080/02673843.2016.1175361.
44. Robotham, D. (2008). Stress among higher education students: Towards a research agenda. Higher Education, 56, 735–746. doi: 10.1007/s10734-008-9137-1.
45. Rosenstreich, E; Margalit, M. (2015). Loneliness, mindfulness, and academic achievements: A moderation effect among first-year college students. The Open Psychology Journal, 8, 138-145. doi: 10.2174/1874350101508010138.
46. Ruffault, A; Bernier, M; Juge, N; Fournier, J. F. (2016). Mindfulness May Moderate the Relationship Between Intrinsic Motivation and Physical Activity: A Cross-Sectional Study. Mindfulness, 7(2), 445-452. doi:10.1007/s12671-015-0467-7.
48[N2] . Slonim, J; Kienhuis, M; Di Benedetto, M; Reece, J. (2015). The relationships among self-care, dispositional mindfulness, and psychological distress in medical students. Medical education online, 20. http://dx.doi.org/10.3402/meo.v20.27924.
49. Stangor, C. (2015). Research methods for the behavioural sciences (5th ed). Belmont: Wadsworth.
50. Song, K. Y; Muschert, G. W. (2014). Opening the contemplative mind in the sociology classroom. Humanity & Society, 38, 314–338. doi: 10.1177/0160597614537794[N3] .
52. Tan, L; Martin, G. (2012). Mind full or mindful: A report on mindfulness and psychological health in healthy adolescents. International Journal of Adolescence and Youth, 21(1), 1–11. doi:10.1080/02673843.2012.709174.
53. Thoits, P. A. (2010). Stressandhealth: Major findingsandpolicy implications. Journal of Health and Social Behavior, 51, 41–53. doi: 10.1177/0022146510383499.
54. Velotti, P; Garofalo, C; D’Aguanno, M; Petrocchi, C; Popolo, R; Salvatore, G; Dimaggio, G. (2016). Mindfulness moderates the relationship between aggression and antisocial personality disorder traits: Preliminary investigation with an offender sample. Comprehensive psychiatry, 64, 38-45. doi: http://dx.doi.org/10.1016/j.comppsych.2015.08.004.
55. Wang, G; Liu, L; Tan, X; Zheng, W. (2017). The moderating effect of dispositional mindfulness on the relationship between materialism and mental health. Personality and Individual Differences, 107, 131-136. doi: 10.1016/j.paid.2016.11.041.
56. Zhou, Z. K; Liu, Q. Q; Niu, G. F; Sun, X. J; Fan, C. Y. (2017). Bullying victimization and depression in Chinese children: A moderated mediation model of resilience and mindfulness.
 [N1]32. Kabat-Zinn  [N1]J. (2003). Mindfulness-based stress reduction (MBSR). Constr. Hum. Sci. 8,
بله. منبع فوق در متن نبود و حذف شد
 [N2]47. Schulenberg, J. E; Maggs, J. L. (2002). A developmental perspective on alcohol use and heavy drinking during adolescence and the transition to young adulthood. Journal on Studies on Alcohol and Drugs, 14, 54–70 [N2].
بله. منبع فوق در متن نبود و حذف شد.
 [N3]51. Struthers, C. W; Perry, R. P; Menec, V. H. (2000 [N3]). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41, 581-592. doi:10.1023/A:1007094931292.
بله منبع فوق در متن نبود و حذف شد
Journal of Educational Psychology Studies
Volume 14, Issue 28 - Serial Number 28
December 2018
Pages 83-104

Files

Share

How to cite

Statistics