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    Rights statement: This is the author’s version of a work that was accepted for publication in Personality and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Personality and Individual Differences, 156, 2020 DOI: 10.1016/j.paid.2019.109795

    Accepted author manuscript, 326 KB, PDF document

    Embargo ends: 27/12/21

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Mindfulness mediates the relationship between cognitive reappraisal and resilience in higher education students

Research output: Contribution to journalJournal article

Published
Article number109795
<mark>Journal publication date</mark>1/04/2020
<mark>Journal</mark>Personality and Individual Differences
Volume156
Number of pages5
Publication statusPublished
Early online date27/12/19
Original languageEnglish

Abstract

Background
: associations between the constructs of cognitive reappraisal and resilience, in particular within the context of higher education (HE), have been consistently reported. Moreover, both constructs are strongly and positively associated with mindfulness, meaning that higher levels of mindfulness are found in people who are better at reappraising emotions and being resilient. However, no investigation has so far clarified the role that may mindfulness play in the relationship between cognitive reappraisal and resilience, especially within populations where a strong effect, such as for university students, is already evident.

Aims
: the present study tested the hypothesis that mindfulness plays a mediational role in the association between cognitive reappraisal and psychological resilience.

Sample
: this study involved a sample of 811 students enrolled at universities within the UK.

Results
: the data confirmed the strong relationship between cognitive reappraisal and resilience, as well as each construct's individual association with mindfulness. In addition, mindfulness was a significant mediator of the relationship between cognitive appraisal and resilience, thus corroborating the study's main hypothesis.

Conclusions
: as the concern around students’ mental health grows bigger worldwide, these findings suggest that implementing mindfulness training programmes within HE should be given increasing consideration in the future.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Personality and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Personality and Individual Differences, 156, 2020 DOI: 10.1016/j.paid.2019.109795