Harth, Rebecca (University of Wollongong, Australia)
From perceiving to believing: the relationship between mindfulness and self-efficacy in a student population
Self-efficacy refers to an individual's confidence in his or her ability to perform certain actions, and high self-efficacy is associated with positive mental, physical and educational outcomes. While self-efficacy is usually domain-specific, multiple domains may vary simultaneously under certain circumstances. Several studies have found improved self-efficacy after mindfulness training, but few have used a university student population. The nature of the relationship between mindfulness and self-efficacy has not been explored. Aims of the study were (1) to investigate relationships between attributional mindfulness and three forms of self-efficacy in a university student population, and (2) to explore mindfulness self-efficacy (self-efficacy in behaving mindfully) as a mediator of mindfulness/self-efficacy relationships. Attributional mindfulness was significantly and positively correlated with general, coping and learning self-efficacy measures in a university population (N=192). Bootstrapped mediation analysis revealed significant partial mediation by mindfulness self-efficacy when the dependent variable was coping self-efficacy or general self-efficacy, but not when it was learning self-efficacy. Findings may inform interventions to improve self-efficacy within student populations, and support mindfulness self-efficacy as a possible mechanism of change between mindfulness training and other forms of self-efficacy.
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From perceiving to believing: the relationship between mindfulness and self-efficacy in a student population
Self-efficacy refers to an individual's confidence in his or her ability to perform certain actions, and high self-efficacy is associated with positive mental, physical and educational outcomes. While self-efficacy is usually domain-specific, multiple domains may vary simultaneously under certain circumstances. Several studies have found improved self-efficacy after mindfulness training, but few have used a university student population. The nature of the relationship between mindfulness and self-efficacy has not been explored. Aims of the study were (1) to investigate relationships between attributional mindfulness and three forms of self-efficacy in a university student population, and (2) to explore mindfulness self-efficacy (self-efficacy in behaving mindfully) as a mediator of mindfulness/self-efficacy relationships. Attributional mindfulness was significantly and positively correlated with general, coping and learning self-efficacy measures in a university population (N=192). Bootstrapped mediation analysis revealed significant partial mediation by mindfulness self-efficacy when the dependent variable was coping self-efficacy or general self-efficacy, but not when it was learning self-efficacy. Findings may inform interventions to improve self-efficacy within student populations, and support mindfulness self-efficacy as a possible mechanism of change between mindfulness training and other forms of self-efficacy.
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