Relating Mindfulness and Self-Regulatory Processes

Masicampo, E. J.; Baumeister, Roy F.

doi:10.1080/10478400701598363

Cited by 116 publications

(76 citation statements)

References 12 publications

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“…Such a focus on negative events is stressful, which may lead to a higher expenditure of self-regulatory resources (Baumeister & Heatherton, 1996;Glass, Singer, & Friedman, 1969; see also Sapolsky, 2007). This is consistent with the research linking negative self-focused attention (Gaydukevych & Kocovski, 2012) and intrusive negative thoughts (Masicampo & Baumeister, 2007) to compromised self-regulatory capacity. While recurring automatic negative thoughts about past events are closely related to negative emotions, such as anxiety and depression (e.g., Beck & Clark, 1997), the tendency to attend to positive features of the environment contributes to high levels of psychological well-being (Carstensen, Gross, & Fung, 1998).…”

Section: Exploring Emotion Regulation As a Potential Mediatorsupporting

confidence: 80%

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Shim¹,

Wang²,

Makara³

et al. 2017

Journal of College Student Development

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University life can be stressful and students may struggle to adjust socially. The present study examined students' social achievement goals-their orientations towards their relationships with their peers-as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social achievement goals on psychological adjustment (i.e., life satisfaction, depression, stress, and worry), the mediating role of emotion regulation was examined. Data were collected from students attending a university in China (N= 1,242, 35% male). The widely adopted three-factor structure of social achievement goals (i.e., social development goals, social demonstration-approach goals, social demonstration-avoidance goals) was confirmed to fit the data among Chinese college students.The results showed the direct and indirect benefits of endorsing a social development goal.Augmented emotion regulation mediated the effect of social development goals. The total effects of a social demonstration-approach goal were weak, but the goal indirectly impaired students' psychological adjustment via reduced emotion regulation. Endorsing a social demonstrationavoidance goal tended to compromise psychological adjustment and the effects were mediated through reduced emotion regulation. Implications for supporting students' adjustment to college are discussed.

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Section: Exploring Emotion Regulation As a Potential Mediatorsupporting

confidence: 80%

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Shim¹,

Wang²,

Makara³

et al. 2017

Journal of College Student Development

View full text Add to dashboard Cite

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“…Improvements in cognitive functioning reported in previous studies as a direct outcome of mindfulness practice may then be, in fact, a secondary effect deriving from the psychological benefits of mindfulness (Chambers et al 2008;Linehan 1993). Consistent with this line of thought, Masicampo and Baumeister (2007) suggested that previous studies examining the effect of mindfulness may have overlooked crucial variables, such as emotional self-regulation. Since previous non-clinical trials generally did not account for psychological functioning, more data is required in order to clarify this possible gap in the present theoretical understanding of emotional and cognitive mechanisms of mindfulness.…”

Section: Discussionsupporting

confidence: 56%

Meditation, Cognitive Flexibility and Well-Being

Hartkamp

Thornton

2017

J Cogn Enhanc

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A number of previous studies have suggested that mindfulness meditation can enhance cognitive performance. Although both western empirical findings and Buddhist psychological theory have emphasised a role for cognitive flexibility in the development and maintenance of mental health, few studies have specifically focused on flexibility in relation to mindfulness. The present study used a range of objective, behavioural measures to assess cognitive flexibility in 41 individuals before and after a 6-day intensive Vipassana (mindfulness) retreat. Subjective assessments of mindfulness, positive functioning and well-being were also taken. A comparably sized control group of students and government employees was given the same pre-and post-test measures. In contrast to our expectations and to previous reports, there were no significant changes in cognitive performance, over and above practice-related improvements also shown by the control group. Retreat participants did, however, register positive improvements on the subjective measures. We discuss possible limitations with our experimental design and highlight important issues that may assist future studies aiming to assess effects of mindfulness in the cognitive domain.

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“…In other words, the paradox of flow is that it integrates the two states of mind -the automatic mode and the mindful one. Csikszentmihalyi's (1992) Masicampo & Baumeister (2007) suggest that self-regulatory processes may mediate the positive association between mindfulness and wellbeing. Vohs & Baumeister (2011) argue that the ability to selfregulate is a critical component of psychological well-being.…”

Section: Mind the Gap In Mindfulness Researchmentioning

confidence: 99%

Mind the Gap in Mindfulness Research: A Comparative Account of the Leading Schools of Thought

Hart

Ivtzan

Hart

2013

Review of General Psychology

127

134

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The literature on mindfulness has been dominated by the two leading schools of thought: one advanced by Langer and her colleagues the other developed by Kabat-Zinn and his associates. Curiously, the two strands of research have been running in parallel lines for more than 30 years, scarcely addressing each others' work, and with hardly any attempt to clarify the relationship between them. In view of this gap, this paper aims to systematically compare and contrast the two lines of research.The comparison between the two schools of thought suggests that while there are some similarities in their definitions of mindfulness, they differ in several core aspects: their philosophies, the components of their constructs, their goals, their theoretical scope, their measurement tools, their conceptual focus, their target audiences, the interventions they employ, the mechanisms underlying these interventions, and the outcomes of their interventions. However, the analysis also revealed that self-regulation is a core mechanism in both perspectives, which seems to mediate the impact of their interventions.In view of the differences between the two strands of research, we propose that they would be given different titles that capture their prime features. We suggest 'creativemindfulness' for Langer and her colleagues' scholarship, and 'meditative-mindfulness' for Kabat-Zinn and his associates' scholarly work.

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Relating Mindfulness and Self-Regulatory Processes

Cited by 116 publications

References 12 publications

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Meditation, Cognitive Flexibility and Well-Being

Mind the Gap in Mindfulness Research: A Comparative Account of the Leading Schools of Thought

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