The Role of Mediating Positive and Negative Affect in the Relationship between Mindfulness and Psychological Well-Being of Ilam Students

Document Type : Research Paper

Authors

1 Department of General Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran

2 Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran

3 Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran

4 Assistant Professor Department of Statictic, Ilam Branch, Islamic Azad University, Ilam, Iran.

Abstract

The present study investigates the mediating role of positive and negative affect in the relationship between mindfulness and psychological well-being of Ilam students. The statistical population of the study included all male and female students of Ilam universities (Azad and State) studying in these universities during the academic year 2019–2020. Therefore, 400 students were selected among these students through multistage cluster sampling method. The study method was descriptive-correlational and purposive. The research data were analyzed by structural equation modeling method using SPSS25 and Amos20 software. The tools used in this study to analyze the variables are: Reef Psychological Well-Being Scale (RSPWB), Five Facet Mindfulness Questionnaire (FFMQ), and Positive and Negative Affect Scale (PANAS). The standard coefficient of the indirect effect of mindfulness on students’ psychological well-being was 0.27 by positive affect and 0.20 by negative affect, which is significant at the P=0.001 level. These results suggest that the variables of positive effect and negative effect mediate the relationship between the variables of mindfulness and psychological well-being. Based on these results, it can be concluded that mindfulness can affect the psychological well-being of individuals by influencing the formation of positive and negative affect.

Keywords

References

احمدوند، ز.، حیدری‌نسب، ل.، شعیری، م. (1391). تبیین بهزیستی روان‌شناختی براساس مؤلفه‌های ذهن‌آگاهی. فصلنامۀ روان‌شناسی سلامت، 1(2)، 69-60.
بخشی‌پور، ع.، و دژکام، م. (1384). تحلیل‌عاملی تأییدی مقیاس عاطفۀ مثبت و منفی. مجلۀ روان‌شناسی، 9(4)، 365-351.
بشلیده، ک. (1391). روش‌های پژوهشی و تحلیل آماری مثال‌های پژوهش با SPSS و Amos. ویراست 16. اهواز: انتشارات دانشگاه شهید چمران.
بساک‌نژاد، س.، اصفهانی اصل، م.، و محمودی قلعه‌نوی، ن. (1391). رابطۀ هوش هیجانی، سبک‌های مقابله‌ای با سلامت روان در دانشجویان دختر. فصلنامۀ علمی-پژوهشی زن و فرهنگ، 3(11)، 88-75.
بیانی، ع. آ.، کوچکی، ع. م.، و بیانی، ع. (1387). روایی و پایایی مقیاس بهزیستی روان‌شناختی ریف. مجلۀ روان‌پزشکی و روان‌شناسی بالینی ایران. 14(2)، 151-146.
تقی‌پور، ب.، غلامی، ف.، رنجبر، م. ج.، رستم اوغلی، ز.، و برزگران، ر. (1398). نقش هیجانات مثبت و منفی در پیش‌بینی بهزیستی روان‌شناختی دانش‌آموزان پسر ورزشکار. مجلۀ روان‌شناسی مدرسه. 8(3)، 53-39.
شهنی ییلاق، م.، شجاعی، آ.، بهروزی، ن.، و مکتبی، غ. (1390). رابطۀ هوش هیجانی و مهارت‌های اجتماعی با بهزیستی روان‌شناختی در دانشجویان دختر دانشگاه شهید چمران. دست‌آوردهای روان‌شناختی (علوم تربیتی و روان شناسی). 18(1)، 92-73.
عالیپور، س.، و زغیبی قناد، س. (1396). بررسی رابطۀ ذهن‌آگاهی با بهزیستی روان‌شناختی: نقش تنظیم التزام راهبردی و عزت‌نفس. پژوهش‌نامۀ روان‌شناسی مثبت. 3(2)، 18-1.
عزیزی، ر.، یوسفی افراشته، م.، مروتی، ذ.، و الهی، ط. (1397). اثر آموزش ذهن‌آگاهی بر عواطف مثبت و منفی و پیچیدگی عاطفی: بررسی تغییرات در طول زمان. فصلنامۀ پژوهش‌های کاربردی روان‌شناختی. 9(1)، 58-39.
عماد، س.، آتش‌پور، س. ح.، و ذاکرفرد، م. (1396). نقش تعدیلی ذهن‌آگاهی و پذیرش در پیش‌بینی بهزیستی روان‌شناختی براساس کمال‌گرایی دانشجویان. پژوهش‌نامۀ روان‌شناسی مثبت. 2(3)، 66-49.
گودرزی، م.، قاسمی، ن.، میردریکوند، ف.، و غلامرضایی، س. (1397). اثربخشی شناخت‌درمانی مبتنی بر ذهن‌آگاهی بر عاطفۀ مثبت و منفی، انعطاف‌پذیری روان‌شناختی و مؤلفه‌های ذهن‌آگاهی افراد دارای علائم افسردگی. مجلۀ روان‌شناسی و روان‌پزشکی شناخت. 5(5)، 68-53.
مظاهری، م.، و بهرامیان، س. ح. (1395). پیش‌بینی بهزیستی روانی براساس عاطفۀ مثبت و منفی و خودکارآمدی مقابله‌ای. پژوهش‌نامۀ روان‌شناسی مثبت. 1(4)، 14-1.
ملک‌پور، ف.، و بساک‌نژاد، س. (1399). رابطۀ ترس از خودشفقتی و ترس از شادی با پرخوری از طریق میانجی‌گری عاطفۀ مثبت و منفی در دانشجویان. فصلنامۀپژوهش‌هایکاربردیروان‌شناختی. 11(1)، 115-101.
یعقوبی، آ.، نادری‌پور، ح.، یارمحمدی واصل، م.، و محققی، ح. (1398). تبیین بهزیستی روان‌شناختی براساس ذهن‌آگاهی، نیاز به شناخت و سرمایه‌های روان‌شناختی در دانشجویان. فصلنامۀ روان‌شناسی تربیتی. 15(52)، 237-217.
 
یوسفی، ج. (1394). رابطۀ راهبردهای تنظیم هیجانی و هیجان‌های مثبت و منفی با سلامت روانی دانشجویان. مجلۀدانشکدۀعلومپزشکینیشابور،3(1)، 74-66.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. SAGE Journals. 13(1), 27–45.
Besharat, M. A., Etemadi Nia, M., & Farahani, H. (2013). Anger and Major Depressive Disorder: The Mediating Role of Emotion Regulation and Anger Rumination. Asian Journal Psychiatry. 6(1), 35–41.
Bowlin, S., & Baer, R. A. (2012).Relationship between Mindfulness, Self-Control and Psychological Functioning. Personality and Individual Differences. 52(3), 411–415.
Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Wellbeing. Journal of Personality and Social Psychology. 84(4), 822– 848.
Chang, V. Y., Palesh, O., Caldwell, R., Glasgow, N., Abramson, M., Luskin, F., & Koopman, C. (2004). The Effects of a Mindfulness-Based Stress Reduction Program on Stress, Mindfulness Self-Efficacy, and Positive States of Mind. Stress and Health. 20(3), 141–147.
Chow, H. P. H. (2007). Psychological Well-Being and Scholastic Achievement among University Students in a Canadian Prairie City. Social Psychological Education. 10(4), 483–493.
Dulewicz, v., Higgs, M., & Slaski, M. (2003). Measuring Emotional Intelligence: Content, Construct, and Criterion Related Validity. Journal of Managerial Psychology. 18(5), 405–420.
Eiroa-Orosa, F. J. (2020). Understanding Psychosocial Wellbeing in the Context of Complex and Multidimensional Problems. International Journal of Environmental Research and Public Health. 17(16), 5937.
Falkenström, F. (2010). Studying Mindfulness in Experienced Meditators: A Quasi-Experimental Approach. Journal of Personality and Individual Differences. 48(3), 305–310. 
Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open Hearts Build Lives: Positive Emotions, Induced through Loving-Kindness Meditation, Build Consequential Personal Resources. Personality and Social Psychology. 95(5), 1045–1062.
Geschwind, N., Peeters, F., Drukker, M., Van Os, J., & Wichers, M. (2011). Mindfulness Training Increases Momentary Positive Emotions and Reward Experience in Adults Vulnerable to Depression: A Randomized Controlled Trial. Journal of Consulting and Clinical Psychology. 79(5), 618–628.
Hill, K., & Updegraff, J. (2012). Mindfulness and Its Relationship to Emotional Regulation. Emotion. 12(1), 81–90.
Kabat-Zinn, J. (2003). Mindfulness-Based Intervention in Context: Past, Present, and Future. Clinical Psychology: Science and Practice. 10(2), 144–156.
Killian, K. D. (2012). Development and Validation of the Emotional Self-Awareness Questionnaire: A Measure of Emotional Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being. Journal of Marital and Family Therapy. 38(3), 502–514.
Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. New York: Guilford.
Koh, J. (2014). Evaluation of the Effect and Mechanisms of a Six–Week Mindfulness Program on Psychological Wellbeing in a Community Sample. Professional Doctorate Thesis. University of Queensland.
Lingkeng, S. H., Smoski, M., & Robins, J. (2011). Effect of Mindfulness on Psychological Health: A Review of Empirical Studies. Journal of Clinical Psychological Review. 31(6), 1041–1056.
Myers, R. E. (2017). Cultivating Mindfulness to Promote Self‐Care and Well‐Being in Perioperative Nurses. AORN Journal. 105(3), 259–266.
Meyers, L. S., Gamst, G., & Guarino, A. (2006). Applied Multivariate Research: Design and Interpretation.Thousand Oaks, CA: Sage Publishers.
Nath, P., & Pradhan, R. K. (2012). Influence of Positive Affect on Physical Health and Psychological Well-Being: Examining the Mediating Role of Psychological Resilience. Journal of Health Management. 14(2), 161–174.
NEL, L. (2011). The Psychofertological Experiences of Master Degree Students in Professional Psychology Programs: An Interpretative Phenomenological Analysis. Thesis in Fulfilment of the Requirements for the Degree. Faculty of the Humanities. University of the Free State Bloemfontein, 48–84.
Neuser, N. J. (2010). Examining the Factors of Mindfulness: A Confirmatory Factor Analysis of the Five Facet Mindfulness Questionnaire. Doctoral Dissertation. Pacific University.Retrieved from http://commons.pacificu.edu/spp/128.
Peacock, J. (2015). Mindfulness Practices and Children’s Emotional and Mental Well-Being: Activities to Build and Strengthen Everyday Resilience Adapted for Primary School Teachers.Retrieved from Brock University Digital Repository.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist. 55(1), 68–78.
Ryff, C. D., & Keyes, C. L. M. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology. 69, 716–727.
Ryff, C. D. (1989). Beyond Ponce de Leon and Life Satisfaction: New Directions in Quest of Successful Aging. International Journal of Behavioral Development. 12(1), 35–55.
Ryff, C. D. (2014). Psychological Well-Being Revisited: Advances in the Science and Practice of Eudaimonia. Psychotherapy and Psychosomatics. 83(1), 10–28.
Shonin, E., Van Gordon, W., & Griffiths, M. D. (2014). Meditation Awareness Training (MAT) for Improved Psychological Wellbeing: A Qualitative Examination of Participant Experiences. Journal of Religion and Health, 53(3), 849–863.
Shonin, E., & Van Gordon, W. (2015). Practical Recommendations for Teaching Mindfulness Effectively. Mindfulness .6(4), 952–955.
Schutte, N. S., & Malouff, J. M. (2011). Emotional Intelligence Mediates the Relationship between Mindfulness and Subjective Well-Being. Personality and Individual Differences. 50(7), 1116–1119.
Siegel, R. D. (2011). The Mindfulness Solution (Every Day Practices for Every Day Problem). New York: Guilford Press.
Tang, Yi – Y., Tang, R., & Gross, J. J. (2019). Promoting Psychological Well-Being through an Evidence-Based Mindfulness Training Program. Frontiers in Human Neuroscience. 13, Article 237.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and & Validation of Brief Measures of Positive and Negative Affect: The PANAS Scale. Journal of Personality and Social Psychology. 54(6), 1063–1070.
Yuan, K. H., Lambert, P. L., & Fouladi, R. T. (2004). Mardia’s Multivariate Kurtosis with Missing Data. Journal ofMultivariate Behavioral Research. 39(3), 413–437.
Zeng, w., & Gu, m. (2017). Relationship between Mindfulness and Positive Affect of Chinese Older Adults: Optimism as Mediator. Social Behavior and Personality. 45(1), 155–162.
Zeidan, F., Gordon, N. S., Merchant, J., & Goolkasian, P. (2010). The Effect of Brief Mindfulness Meditation Training on Experimentally Induced Pain. Journal Pain. 11(3), 199–209.
Journal of Applied Psychological Research
Volume 12, Issue 1
April 2021
Pages 351-368

Files

History

  • Receive Date: 27 July 2020
  • Revise Date: 06 October 2020
  • Accept Date: 13 October 2020
  • First Publish Date: 03 May 2021
  • Publish Date: 22 May 2021

Share

How to cite

Statistics