Dispositional Mindfulness on the Flourishing of Nontraditional Versus Traditional College Students
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Psychology
Advisor Information
Lisa Scherer
Location
MBSC304 - U
Presentation Type
Oral Presentation
Start Date
24-3-2023 10:30 AM
End Date
24-3-2023 11:45 AM
Abstract
In previous research, mental health and academic challenges were shown to be exacerbated in students who identified as nontraditional.
The purpose of this study was to examine whether dispositional mindfulness reduced the stressors experienced by students, particularly nontraditional students, on their level of flourishing. We hypothesized a stronger relationship between dispositional mindfulness and flourishing for nontraditional students compared to traditional students, given the well-documented higher stress levels experienced by nontraditional students compared to traditional students.
A total of 598 participants completed an online anonymous survey assessing nontraditional versus traditional status, mindfulness, and flourishing.
As predicted, results showed a significant positive correlation between dispositional mindfulness and levels of flourishing. Contrary to the prediction, there was not a stronger interaction between dispositional mindfulness and flourishing for nontraditional students versus traditional students as both groups reported increased levels of flourishing relative to increased dispositional mindfulness.
We conclude that dispositional mindfulness improves flourishing for all college students despite student status. A number of variables, such as the nature of student interaction with faculty and other students, could also impact student flourishing. Future research should aim to examine the additional variables and how they could increase student flourishing.
Scheduling
10:45 a.m.-Noon
Dispositional Mindfulness on the Flourishing of Nontraditional Versus Traditional College Students
MBSC304 - U
In previous research, mental health and academic challenges were shown to be exacerbated in students who identified as nontraditional.
The purpose of this study was to examine whether dispositional mindfulness reduced the stressors experienced by students, particularly nontraditional students, on their level of flourishing. We hypothesized a stronger relationship between dispositional mindfulness and flourishing for nontraditional students compared to traditional students, given the well-documented higher stress levels experienced by nontraditional students compared to traditional students.
A total of 598 participants completed an online anonymous survey assessing nontraditional versus traditional status, mindfulness, and flourishing.
As predicted, results showed a significant positive correlation between dispositional mindfulness and levels of flourishing. Contrary to the prediction, there was not a stronger interaction between dispositional mindfulness and flourishing for nontraditional students versus traditional students as both groups reported increased levels of flourishing relative to increased dispositional mindfulness.
We conclude that dispositional mindfulness improves flourishing for all college students despite student status. A number of variables, such as the nature of student interaction with faculty and other students, could also impact student flourishing. Future research should aim to examine the additional variables and how they could increase student flourishing.