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From Perceiving to Believing

From Perceiving to Believing. The Relationship between Mindfulness and Self-Efficacy in a University Student Population. Rebecca Harth , Bill Lovegrove and Steven Roodenrys University of Wollongong. Overview. Paying attention on purpose, in the present moment, and non-judgementally

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From Perceiving to Believing

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  1. From Perceiving to Believing The Relationship between Mindfulness and Self-Efficacy in a University Student Population Rebecca Harth, Bill Lovegrove and Steven Roodenrys University of Wollongong

  2. Overview

  3. Paying attention on purpose, in the present moment, and non-judgementally (Kabat-Zinn, 2003)

  4. Why self-efficacy?

  5. Why self-efficacy? • Literature associates low self-efficacy in university students with • lower grades (Multon, Brown & Lent, 1991) • Increased procrastination (Klassen, Krawchuk & Rajani, 2008) • Poor social problem-solving (Brown et al., 2012) • Depression (Jalilian et al., 2012) • Self-efficacy generally predicts behaviour better than similar concepts (e.g., self-concept, locus of control, outcome beliefs; Dellinger et al., 2008). • Once established through experiences, self-efficacy beliefs resist change (Bandura, 1997). However, change in self-efficacy beliefs may occur through • Transformative experiences • Shared sub-skills: improvement in skills in one self-efficacy domain that also apply to another domain.

  6. Why mindfulness? (Perez-Blasco, Viguer & Rodrigo, 2013; Miller, 2011; Cusens et al., 2010; de Veer et al., 2009; Meiklejohn et al., 2012, Gilbert & Waltz, 2010; Greason & Cashwell, 2009; Luberto et al., 2013).

  7. Research Questions • What is the relationship between measures of attributional mindfulness and three domains of self-efficacy in a university student population? • General self-efficacy • Coping self-efficacy • Learning self-efficacy • Does mindfulness self-efficacy mediate relationships between mindfulness and self-efficacy? • Is it worthy of further investigation as a mechanism?

  8. Why “mindfulness self-efficacy”?

  9. Hypotheses H1: Positive correlations will be found between a measure of trait mindfulness and each of the three measures of self-efficacy. H2: Mindfulness self-efficacy will act as a mediator for each relationship.

  10. Design and methodology

  11. Measures

  12. Results: H1

  13. Results: H2 • Bootstrapped mediation analysis found: • General self-efficacy • Partial mediation (30% of variance predicted by mindfulness and mindfulness self-efficacy) • Coping self-efficacy • Partial mediation (48% of variance predicted by mindfulness and mindfulness self-efficacy) • Learning self-efficacy • Non-significant effect

  14. Implications Relationships between mindfulness and different forms of self-efficacy in university students are worthy of further exploration. The role of mindfulness self-efficacy as a mediator is worthy of further exploration.

  15. Further questions and research directions • Investigate co-variance of multiple forms of self-efficacy with mindfulness training using an active control group to establish causality. • Investigate the nature of a relationship between mindfulness and self-efficacy (potentially with mindfulness self-efficacy as a mediator). • Does mindfulness bypass resistance to change self-efficacy beliefs via shared sub-skills, transformative experiences, or another mechanism?

  16. References Alexander, V., Tatum, B. C., Auth, C., Takos, D., Whittemore, S., & Fidaleo, R. (2012). A study of mindfulness practices and cognitive therapy: Effects on depression and self-efficacy. International Journal of Psychology and Counselling, 4(9), 115-122. doi: 10.5897/IJPC12.030 Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Brown, A. D., Dorfman, M. L., Marmar, C. R., & Bryant, R. A. (2012). The impact of perceived self-efficacy on mental time travel and social problem solving. Consciousness and Cognition, 21(1), 299-306. doi: 10.1016/j.concog.2011.09.023 Chesney, M. A., Neilands, T. B., Chambers, D. B., Taylor, J. M., & Folkman, S. (2006). A validity and reliability study of the Coping Self-Efficacy scale. British Journal of Health Psychology, 11(Pt 3), 421-437. doi: 10.1348/135910705x53155 Cusens, B., Duggan, G. B., Thorne, K., & Burch, V. (2010). Evaluation of the breathworks mindfulness-based pain management programme: Effects on well-being and multiple measures of mindfulness. Clinical Psychology & Psychotherapy, 17(1), 63-78. doi: 10.1002/cpp.653 De Veer, S., Brouwers, A., Tomic, W., & Evers, W. (2009). A pilot study of the psychological impact of the Mindfulness-Based Stress-Reduction program on people who stutter. European Psychotherapy, 9(1), 39-56. Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. doi: 10.1016/j.tate.2007.02.010 Gilbert, D., & Waltz, J. (2010). Mindfulness and health behaviors. Mindfulness, 1(4), 227-234. doi: 10.1007/s12671-010-0032-3 Greason, P. B., & Cashwell, C. S. (2009). Mindfulness and counseling self-efficacy: The mediating role of attention and empathy. Counselor Education and Supervision, 49(1), 2-19. doi: 10.1002/j.1556-6978.2009.tb00083.x Jalilian, F., Sh, E., Karimi, M., Barati, M., & Gharibnavaz, H. (2012). Depression among college students: The role of general self-efficacy and perceived social support. Scientific Journal of Hamadan University of Medical Sciences, 18(4), 60-66. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931. doi: 10.1016/j.cedpsych.2007.07.001 Luberto, C., Cotton, S., McLeish, A., Mingione, C., & O’Bryan, E. (2013). Mindfulness skills and emotion regulation: The mediating role of coping self-efficacy. Mindfulness, 1-8. doi: 10.1007/s12671-012-0190-6 Meiklejohn, J., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., Saltzman, A., Pinger, L. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307. doi: 10.1007/s12671-012-0094-5 Miller, J. M. (2011). Managing HIV: Self-efficacy, mindfulness, optimism, and meaning. Unpublished Masters thesis, University of North Texas, Ann Arbor. ProQuest Dissertations & Theses A&I database. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38. doi: 10.1037/0022-0167.38.1.30 Perez-Blasco, J., Viguer, P., & Rodrigo, M. F. (2013). Effects of a mindfulness-based intervention on psychological distress, well-being, and maternal self-efficacy in breast-feeding mothers: Results of a pilot study. Archives of Women's Mental Health, 16(3), 227-236. doi: 10.1007/s00737-013-0337-z

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