Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy
Mindfulness Skills and Emotion Regulation: the Mediating Role of Coping Self-Efficacy
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DOI：
10.1007/s12671-012-0190-6
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发表时间：
2014-08-01
期刊：
影响因子：
3.6
通讯作者：
O'Bryan, Emily M.
中科院分区：
文献类型：
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作者：
Luberto, Christina M.;Cotton, Sian;O'Bryan, Emily M.
我们研究了应对自我效能感作为四个特定的正念技能（观察，描述，有意识地行动，不加判断地接受）和情绪调节困难之间关系的一个潜在中介。参与者是180名完成课程学分自我报告措施的本科生（M年龄=21.13; 71%女性; 82%白人）。皮尔森相关，独立样本t检验和方差分析被用来检查研究变量之间的双变量关系。在路径分析框架下，通过检验正念技能对情绪调节困难的间接影响，通过应对自我效能来检验简单中介。结果表明，更多地使用描述、有意识地行动和不加判断地接受与更高的应对自我效能感相关，应对自我效能感部分中介了这些技能与情绪调节困难之间的关系（间接效应：B权重=-0.26至-0.29，p
We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students (M-age=21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples t test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects: b weight=-0.26 to -0.29, p