NDLI: Mindfulness and Emotion Regulation among Nursing Students: Investigating the Mediation Effect of Working Memory Capacity

Content Provider	Springer Nature Link
Author	Dubert, Christy J. Schumacher, Autumn M. Locker, Lawrence Gutierrez, Antonio P. Barnes, Vernon A.
Copyright Year	2016
Abstract	This study examined the relationship between mindfulness and emotion regulation in nursing students as well as the potential mediator role of working memory capacity in this relationship. The Mindful Attention Awareness Scale (MAAS), Emotion Regulation Questionnaire (ERQ), and an Automated Operation Span Task (AOSPAN) were administered to 80 undergraduate pre-licensure baccalaureate nursing students. Pearson correlation, structural equation path modeling, and one-way ANOVA tests were conducted. MAAS scores were significantly correlated with ERQ-Reappraisal scores (r = 0.19, p = 0.045) and AOSPAN scores (r = 0.30, p = 0.004). A structural equation path model indicated that there was a direct effect of dispositional mindfulness on emotion regulation (γ11 = 0.29, p = 0.034) and working memory capacity (γ21 = 4.98, p = 0.004). However, working memory capacity did not directly mediate the effect of mindfulness on emotion regulation (b weight = −0.03, p = 0.236). Also, MAAS scores were significantly different (p < 0.05) between the student cohort levels, with the first semester students having the highest MAAS scores and the fourth semester students have the lowest MAAS scores. These findings suggest that mindfulness may influence prospective nursing professionals’ working memory capacity and ability to regulate emotions. However, working memory capacity did not explain how mindfulness influenced the use of reappraisal as an emotion regulation strategy. Nurse educators should consider other potential mechanisms of how mindfulness influences emotion regulation in nursing students. Furthermore, educators should consider that potential differences in mindfulness exist between nursing students when they implement mindfulness-based interventions.
Starting Page	1061
Ending Page	1070
Page Count	10
File Format	PDF
ISSN	18688527
Journal	Mindfulness
Volume Number	7
Issue Number	5
e-ISSN	18688535
Language	English
Publisher	Springer US
Publisher Date	2016-05-03
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Mindfulness Emotion regulation Working memory capacity Nursing students Mediation analysis Cognitive Psychology Pediatrics Child and School Psychology Psychology Public Health Social Sciences
Content Type	Text
Resource Type	Article
Subject	Experimental and Cognitive Psychology Developmental and Educational Psychology Health (social science) Social Psychology Applied Psychology

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