Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy
We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students ( M age = 21.13; 7...
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| Veröffentlicht in: | Mindfulness 2014-08, Vol.5 (4), p.373-380 |
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| creator | Luberto, Christina M. Cotton, Sian McLeish, Alison C. Mingione, Carolyn J. O’Bryan, Emily M. |
| description | We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students (
M
age
= 21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples
t
test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects:
b
weight = −0.26 to −0.29,
p
|
| doi_str_mv | 10.1007/s12671-012-0190-6 |
| format | Article |
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M
age
= 21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples
t
test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects:
b
weight = −0.26 to −0.29,
p
< 0.01). The mindfulness skill of observing was not related to coping self-efficacy or emotion regulation difficulties. Findings suggest that coping self-efficacy partially explains the relationships between mindfulness and emotion regulation difficulties. Clinicians administering mindfulness-based interventions should be aware of the role of coping self-efficacy in the relationship between mindfulness and emotion regulation.</description><identifier>ISSN: 1868-8527</identifier><identifier>EISSN: 1868-8535</identifier><identifier>DOI: 10.1007/s12671-012-0190-6</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Behavioral Science and Psychology ; Child and School Psychology ; Cognitive Psychology ; Coping ; Emotional regulation ; Emotions ; Generalized anxiety disorder ; Intervention ; Mindfulness ; Original Paper ; Pediatrics ; Post traumatic stress disorder ; Psychology ; Public Health ; Self-efficacy ; Skills ; Social Sciences ; Validation studies ; Validity</subject><ispartof>Mindfulness, 2014-08, Vol.5 (4), p.373-380</ispartof><rights>Springer Science+Business Media New York 2013</rights><rights>Springer Science+Business Media New York 2013.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c316t-4a1fb5c29bf7a10d7201308041bfdc765fece8be945b0e3987901cf3a7148a093</citedby><cites>FETCH-LOGICAL-c316t-4a1fb5c29bf7a10d7201308041bfdc765fece8be945b0e3987901cf3a7148a093</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12671-012-0190-6$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2920055011?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,21368,27903,27904,33723,41467,42536,43784,51297</link.rule.ids></links><search><creatorcontrib>Luberto, Christina M.</creatorcontrib><creatorcontrib>Cotton, Sian</creatorcontrib><creatorcontrib>McLeish, Alison C.</creatorcontrib><creatorcontrib>Mingione, Carolyn J.</creatorcontrib><creatorcontrib>O’Bryan, Emily M.</creatorcontrib><title>Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy</title><title>Mindfulness</title><addtitle>Mindfulness</addtitle><description>We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students (
M
age
= 21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples
t
test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects:
b
weight = −0.26 to −0.29,
p
< 0.01). The mindfulness skill of observing was not related to coping self-efficacy or emotion regulation difficulties. Findings suggest that coping self-efficacy partially explains the relationships between mindfulness and emotion regulation difficulties. Clinicians administering mindfulness-based interventions should be aware of the role of coping self-efficacy in the relationship between mindfulness and emotion regulation.</description><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Cognitive Psychology</subject><subject>Coping</subject><subject>Emotional regulation</subject><subject>Emotions</subject><subject>Generalized anxiety disorder</subject><subject>Intervention</subject><subject>Mindfulness</subject><subject>Original Paper</subject><subject>Pediatrics</subject><subject>Post traumatic stress disorder</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Self-efficacy</subject><subject>Skills</subject><subject>Social Sciences</subject><subject>Validation studies</subject><subject>Validity</subject><issn>1868-8527</issn><issn>1868-8535</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp1UF1LwzAUDaLgmPsBvgV8rt6btE3jm4z5ARNhc88hTZPZ2TWzWR_2702p6JMXLvccOOdcOIRcI9wigLgLyHKBCSCLKyHJz8gEi7xIioxn57-YiUsyC2EHcbjkiPmEbF7rtnJ909oQ6PqzbppAdVvRxd4fa9_Sld32jR7gPT1-WPpqqzrSdktXvrHUOzr3h4GubeOShXO10eZ0RS6cboKd_dwp2Twu3ufPyfLt6WX-sEwMx_yYpBpdmRkmSyc0QiUYIIcCUixdZUSeOWtsUVqZZiVYLgshAY3jWmBaaJB8Sm7G3EPnv3objmrn-66NLxWTDCDLADGqcFSZzofQWacOXb3X3UkhqKFANRaoYoFqKFDl0cNGT4jadmu7v-T_Td-u73Hh</recordid><startdate>20140801</startdate><enddate>20140801</enddate><creator>Luberto, Christina M.</creator><creator>Cotton, Sian</creator><creator>McLeish, Alison C.</creator><creator>Mingione, Carolyn J.</creator><creator>O’Bryan, Emily M.</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>8FK</scope><scope>8FL</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>F~G</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>M0C</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>PYYUZ</scope><scope>Q9U</scope></search><sort><creationdate>20140801</creationdate><title>Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy</title><author>Luberto, Christina M. ; Cotton, Sian ; McLeish, Alison C. ; Mingione, Carolyn J. ; O’Bryan, Emily M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c316t-4a1fb5c29bf7a10d7201308041bfdc765fece8be945b0e3987901cf3a7148a093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Cognitive Psychology</topic><topic>Coping</topic><topic>Emotional regulation</topic><topic>Emotions</topic><topic>Generalized anxiety disorder</topic><topic>Intervention</topic><topic>Mindfulness</topic><topic>Original Paper</topic><topic>Pediatrics</topic><topic>Post traumatic stress disorder</topic><topic>Psychology</topic><topic>Public Health</topic><topic>Self-efficacy</topic><topic>Skills</topic><topic>Social Sciences</topic><topic>Validation studies</topic><topic>Validity</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Luberto, Christina M.</creatorcontrib><creatorcontrib>Cotton, Sian</creatorcontrib><creatorcontrib>McLeish, Alison C.</creatorcontrib><creatorcontrib>Mingione, Carolyn J.</creatorcontrib><creatorcontrib>O’Bryan, Emily M.</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ABI/INFORM Global (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ABI/INFORM Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Business Premium Collection (Alumni)</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Global</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ABI/INFORM Collection China</collection><collection>ProQuest Central Basic</collection><jtitle>Mindfulness</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Luberto, Christina M.</au><au>Cotton, Sian</au><au>McLeish, Alison C.</au><au>Mingione, Carolyn J.</au><au>O’Bryan, Emily M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy</atitle><jtitle>Mindfulness</jtitle><stitle>Mindfulness</stitle><date>2014-08-01</date><risdate>2014</risdate><volume>5</volume><issue>4</issue><spage>373</spage><epage>380</epage><pages>373-380</pages><issn>1868-8527</issn><eissn>1868-8535</eissn><abstract>We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students (
M
age
= 21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples
t
test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects:
b
weight = −0.26 to −0.29,
p
< 0.01). The mindfulness skill of observing was not related to coping self-efficacy or emotion regulation difficulties. Findings suggest that coping self-efficacy partially explains the relationships between mindfulness and emotion regulation difficulties. Clinicians administering mindfulness-based interventions should be aware of the role of coping self-efficacy in the relationship between mindfulness and emotion regulation.</abstract><cop>Boston</cop><pub>Springer US</pub><doi>10.1007/s12671-012-0190-6</doi><tpages>8</tpages></addata></record> |
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| subjects | Behavioral Science and Psychology Child and School Psychology Cognitive Psychology Coping Emotional regulation Emotions Generalized anxiety disorder Intervention Mindfulness Original Paper Pediatrics Post traumatic stress disorder Psychology Public Health Self-efficacy Skills Social Sciences Validation studies Validity |
| title | Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy |
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