The Mindful Adolescent: Developmental Changes in Nonreactivity to Inner Experiences and Its Association with Emotional Well-Being

Autor/inn/en	Galla, Brian M.; Tsukayama, Eli; Park, Daeun; Yu, Alisa; Duckworth, Angela L.
Titel	The Mindful Adolescent: Developmental Changes in Nonreactivity to Inner Experiences and Its Association with Emotional Well-Being
Quelle	In: Developmental Psychology, 56 (2020) 2, S.350-363 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000877
Schlagwörter	Metacognition; Well Being; Emotional Development; Middle School Students; High School Students; Grade 8; Grade 9; Stress Variables; Emotional Response; Affective Behavior; Gender Differences; Socioeconomic Status; Racial Differences; Ethnicity; Developmental Stages; California; Idaho; Pennsylvania; Texas + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Gefühlsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Kalifornien
Abstract	Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample (N = 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, in which they completed self-report measures assessing nonreactivity, perceived stress, and positive and negative affect. Latent growth curve models indicated that levels of nonreactivity increased during the 2-year study period. Developmental change in nonreactivity varied minimally by gender, socioeconomic status (SES), and race/ethnicity. Parallel process latent growth curve models showed that changes in nonreactivity were associated with concomitant reductions in perceived stress and negative affect, and increases in positive affect. Random intercept cross-lagged panel models showed that within-person nonreactivity prospectively predicted changes in perceived stress and positive affect, but not negative affect. This study is among the first to track the naturalistic development of mindfulness during adolescence. Results suggest that the nonreactivity dimension of mindfulness is associated with aspects of emotional well-being during the transition from middle school to high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01