Mindful Self-Care and Resilience in First-Year Undergraduate Students
Date
2020-09-03
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Abstract
The current study investigates mindful self-care and resilience as predictors of flourishing in first-year undergraduate students. Mindful self-care includes a) mindful awareness and assessment of one’s internal needs and external demands and b) intentional engagement in specific practices of self-care to address needs and demands in a manner that serves one’s well-being and personal effectiveness. Mindful self-care has been shown to reduce stress in post-secondary students enrolled in a medical degree. However, there is a lack of research into the role that self-care plays in first-year undergraduate students. Resilience – the process of adequately responding to and adapting in the face of adversity – can also be a protective factor in the transition to post-secondary education. The three-factor model of personal resilience includes three core developmental systems (sense of mastery, sense of relatedness, and emotional reactivity). A sample of 177 first-year undergraduate students (26.9% males) completed online measures including Mindfulness Self-Care Scale and Resilience Scale for Young Adults. The present study supports the premise that aspects of mindful self-care and resilience predicts flourishing in first-year undergraduate students. In addition, resilience predicts flourishing above and beyond mindful self-care. Implications for practice and future research directions are discussed.
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Keywords
Mindful Self-Care, Resilience, Flourishing
Citation
McGuinness, C. (2020). Mindful Self-Care and Resilience in First-Year Undergraduate Students (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.