Mindfulness mediates the relationship between positive parenting and aggression, depression, and suicidal ideation: A longitudinal study in middle school students

Abstract

Previous research has indicated that parenting factors affect the risk of maladaptive psychological outcomes (e.g., aggression, depression, or suicidal ideation), and that positive parenting is a prospective risk factor for maladaptive psychological outcomes. However, the mechanisms underlying the relationships between positive parenting, mindfulness, and maladaptive psychological outcomes remain unknown, as do the processes that mediate the effect of positive parenting on maladaptive psychological outcomes in adolescents. The objective of the present study was to investigate the longitudinal relationship between positive parenting, mindfulness, and maladaptive psychological outcomes in middle school students, as well as the mediating effect of mindfulness in the relationships between positive parenting and depression, aggression, and suicidal ideation. In this study, 386 middle school children (aged 12–16) were tested three times over a period of 6 months. Positive parenting was assessed at Time 1, mindfulness at Time 2, and depression, aggression, and suicidal ideation at Time 3. Using structural equation modeling, positive parenting was revealed to be longitudinally associated with mindfulness and negatively associated with maladaptive psychological outcomes. More crucially, mindfulness mediated the relationship between positive parenting and maladaptive psychological outcomes. This research provides important insights into how to effectively decrease adolescent maladaptive psychological outcomes and highlights the importance of teaching mindfulness to youths.

Positive Parenting Training for Increasing Self-Acceptance of Parents with Special Need Children in Sorong City

“…result of a learning process. Feldman argued that at different stages the characteristics of child development are more prominent than other characteristics (Somantri, 2006).…”

“…Parents need to know that every child has strengths and weaknesses. Existing deficiencies will be covered with these advantages (Su et al, 2022). When a child with learning difficulties for example.…”

The study of mindfulness as an intervening factor for enhanced psychological well-being in building the level of resilience

“…According to the various systematic reviews and meta-analyses by these authors, Kong et al (2015) , Garland et al (2017) , McConville et al (2017) , Feller et al (2018) , Li (2021) , Søvold et al (2021) , Tan et al (2021) , Mubarak et al (2022) , Su et al (2022) and all these authors have suggested that therapies like mindfulness training may improve PWB. Similarly, it is mentioned that an enhanced level of mindfulness is shown to have a significant relationship with reducing depression and stress, leading to better self-control and a more positive outlook on life ( Lo et al, 2018 ; Epel et al, 2019 ) Mindfulness-based training has been studied extensively for its potential to improve mental health and happiness.…”