Mindful Self-Care and Resilience in First-Year Undergraduate Students

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dc.contributor.advisorNordstokke, David W.
dc.contributor.authorMcGuinness, Claire
dc.contributor.committeememberHindes, Yvonne L.
dc.contributor.committeememberRobertson, Sharon E.
dc.date2020-11
dc.date.accessioned2020-09-09T20:52:01Z
dc.date.available2020-09-09T20:52:01Z
dc.date.issued2020-09-03
dc.description.abstractThe 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.en_US
dc.identifier.citationMcGuinness, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38170
dc.identifier.urihttp://hdl.handle.net/1880/112500
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectMindful Self-Care, Resilience, Flourishingen_US
dc.subject.classificationEducational Psychologyen_US
dc.titleMindful Self-Care and Resilience in First-Year Undergraduate Studentsen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Psychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrueen_US
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