Dispositional Mindfulness and Adjustment to University

Autor/inn/en	Mettler, Jessica; Carsley, Dana; Joly, Mélanie; Heath, Nancy L.
Titel	Dispositional Mindfulness and Adjustment to University
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 21 (2019) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116688905
Schlagwörter	Student Adjustment; College Freshmen; Personality; Metacognition; Gender Differences; Self Efficacy; Social Support Groups; Foreign Countries; Questionnaires; Family Relationship; Peer Relationship; Canada; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Personalität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Ausland; Fragebogen; Peer-Beziehungen; Kanada
Abstract	The transition to university is a stressful period for young adults; however, there has been limited research examining the predictive role of dispositional mindfulness in supporting first-year students' adjustment to university. The current study sought to examine the relative contribution of gender, self-efficacy, perceived social support from friends and family, and dispositional mindfulness to domains of university adjustment (academic, social, personal or emotional, and institutional attachment). The sample consisted of 101 first-year university students (73% female; M = 18.20 years, SD = 0.79) and all data were collected using an online survey. Findings revealed dispositional mindfulness significantly predicted university adjustment even when controlling for self-efficacy and perceived social support. The present study is the first to provide empirical support for the protective role of dispositional mindfulness in university adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01