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- Relationship between Mindfulness and Stress Response in High School Students: Mediating Effect of Self-Regulation Ability
- Yoonjung Choi, Mihee Lee, Jeongik Choi
- STRESS. 2024;32(1):19-28. Published online March 28, 2024
- DOI: https://doi.org/10.17547/kjsr.2024.32.1.19
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Abstract
PDF - Background
This study explored the applicability of mindfulness meditation as an intervention approach in school counseling for managing daily stress in high school students. The study investigated the mediating effect of self-regulation ability on the relationship between mindfulness and stress response.
Methods
Data from 244 high school students (119 men and 125 women) were used to examine the mediating effect, controlling for academic variables using Hayes’ (2013) Process Macro Model 4.
Results
There was a positive correlation between mindfulness and self-regulation abilities, and mindfulness and self-regulation abilities were negatively correlated with stress response. Moreover, for students who perceived higher academic achievement levels, self-regulation abilities were positively correlated, and stress response were negatively correlated. Results showed a full mediating effect of self-regulation ability on the adverse relationship between mindfulness and stress response. The mediating effects of self-regulation modes were differentially observed in the adverse relationship between mindful consciousness and attitude dimensions of stress response.
Conclusions
These findings suggest that when applying mindfulness meditation as a daily stress management strategy for high school students, enhancing their self-regulation ability should be the focus of intervention.
- The Relationships between Academic Burnout, Mental Health, Parental Achievement Pressure, and Academic Demand in High School Students
- Yeon Ok Yeom, Youl Pyo Hong, Kyeong Min Kim, Young Lim Lee, Myung Ho Lim
- STRESS. 2020;28(2):61-67. Published online June 30, 2020
- DOI: https://doi.org/10.17547/kjsr.2020.28.2.61
- 2,209 View
- 105 Download
- 5 Citations
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Abstract
PDF
Background The purpose of this study was to test the relationships between academic burnout, mental health, parental achievement pressure, and academic demand in high school students.
Methods For these aims of this study, data were collected from 430 students (185 males, 245 females) in three Korean high schools. It was used Korean Academic Burnout Scale, Parental achievement pressure, academic demand, and Symptom Check List-47. The research method used t-test to find out the difference of each variable according to academic burnout, and the variables predicting academic burnout through hierarchical multiple regression analysis.
Results As a result of correlation analysis, academic burnout showed negative correlation with achievement, and high positive correlation with all variables of mental health and academic demand. The results of multiple regression analysis revealed that academic burnout affects achievement, academic demand and depression in the subfactors of mental health.
Conclusions These findings suggest that interventional efforts are needed for these emotional factors.
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Citations
Citations to this article as recorded by
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Health Care for Women International.2023; 44(7-8): 838. CrossRef - Ebeveyn Başarı Baskısı ve Akademik Stresin Ortaöğretim Öğrencilerinin Okul Tükenmişliğini Yordama Düzeyi
Savaş TATLI, Taner ATMACA
Bayburt Eğitim Fakültesi Dergisi.2023; 18(40): 1328. CrossRef - English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender
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International Journal of Environmental Research and Public Health.2022; 19(23): 15819. CrossRef - College Students’ Academic Stressors on Mental Health during the COVID-19 Pandemic: A Comparison between Graduating Students and Non-Graduating Students
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International Journal of Mental Health Promotion.2022; 24(4): 603. CrossRef
- Smartphone dependency latent profile classification and association with emotional and behavioral difficulties among high school students in Korea
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