Reference : Daily mindfulness, motivational conflict, and stress in university students: An exper...
Diverse speeches and writings : Speeches/Talks
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/48213
Daily mindfulness, motivational conflict, and stress in university students: An experience-sampling study
English
Senker, Kerstin []
Fries, Stefan []
Grund, Axel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
2-Jul-2021
International
Society for Ambulatory Assessment Conference 2021
30-06-2012 to 02.07.2021
University of Zürich
Zürich (online)
Switzerland
[en] Mindfulness ; motivational conflict ; Stress
[en] University students have a lot of freedom in organizing their everyday lives, but often also feel stressed and torn between action opportunities. Mindfulness entails the self-regulation of attention on immediate experience and an open and non-judging attitude towards these mental experiences. It is positively related to well-being and to intrapsychic congruence. The aim of the present work is to examine the relationship of daily mindfulness, motivational conflict, and perceived stress in the everyday life of university students.
During a week of smartphone-based experience-sampling, 108 university students were asked five times daily about their momentary mindfulness and whether they experience motivational conflicts. Additionally, we assessed perceived stress each evening.
The relationship between daily mindfulness, motivational conflict, and perceived stress was analyzed on the daily level with multi-level analyses. Both aggregated daily conflict (i.e., feeling that one should be doing something else) and mindfulness (i.e., being non-judgmental)
yielded an effect on perceived stress, even when controlling for between-person differences in study load, for example. Findings underline the relevance of mindfulness for perceived stress in academic contexts and thereby also show an approach to positively influence well-being
in university students in the future.
DFG
GR 4572/2-1
Researchers
http://hdl.handle.net/10993/48213

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