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

Christy J. Dubert, Autumn M. Schumacher, Lawrence Locker, Antonio P. Gutierrez, Vernon A. Barnes

Research output: Contribution to journalArticle

7 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)1061-1070
Number of pages10
JournalMindfulness
Volume7
Issue number5
DOIs
StatePublished - Oct 1 2016

Fingerprint

Mindfulness
Nursing Students
Short-Term Memory
mediation
Emotions
nursing
emotion
student
Students
semester
educator
Aptitude
questionnaire
Licensure
Analysis of Variance
Nursing
nurse
Nurses
Weights and Measures
ability

Keywords

  • Emotion regulation
  • Mediation analysis
  • Mindfulness
  • Nursing students
  • Working memory capacity

ASJC Scopus subject areas

  • Social Psychology
  • Health(social science)
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Applied Psychology

Cite this

Mindfulness and Emotion Regulation among Nursing Students : Investigating the Mediation Effect of Working Memory Capacity. / Dubert, Christy J.; Schumacher, Autumn M.; Locker, Lawrence; Gutierrez, Antonio P.; Barnes, Vernon A.

In: Mindfulness, Vol. 7, No. 5, 01.10.2016, p. 1061-1070.

Research output: Contribution to journalArticle

Dubert, Christy J. ; Schumacher, Autumn M. ; Locker, Lawrence ; Gutierrez, Antonio P. ; Barnes, Vernon A. / Mindfulness and Emotion Regulation among Nursing Students : Investigating the Mediation Effect of Working Memory Capacity. In: Mindfulness. 2016 ; Vol. 7, No. 5. pp. 1061-1070.
@article{eaec45914699420bbd7330ba2f56ce7b,
title = "Mindfulness and Emotion Regulation among Nursing Students: Investigating the Mediation Effect of Working Memory Capacity",
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.",
keywords = "Emotion regulation, Mediation analysis, Mindfulness, Nursing students, Working memory capacity",
author = "Dubert, {Christy J.} and Schumacher, {Autumn M.} and Lawrence Locker and Gutierrez, {Antonio P.} and Barnes, {Vernon A.}",
year = "2016",
month = "10",
day = "1",
doi = "10.1007/s12671-016-0544-6",
language = "English (US)",
volume = "7",
pages = "1061--1070",
journal = "Mindfulness",
issn = "1868-8527",
publisher = "Springer Verlag",
number = "5",

}

TY - JOUR

T1 - Mindfulness and Emotion Regulation among Nursing Students

T2 - Investigating the Mediation Effect of Working Memory Capacity

AU - Dubert, Christy J.

AU - Schumacher, Autumn M.

AU - Locker, Lawrence

AU - Gutierrez, Antonio P.

AU - Barnes, Vernon A.

PY - 2016/10/1

Y1 - 2016/10/1

N2 - 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.

AB - 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.

KW - Emotion regulation

KW - Mediation analysis

KW - Mindfulness

KW - Nursing students

KW - Working memory capacity

UR - http://www.scopus.com/inward/record.url?scp=84986005430&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84986005430&partnerID=8YFLogxK

U2 - 10.1007/s12671-016-0544-6

DO - 10.1007/s12671-016-0544-6

M3 - Article

AN - SCOPUS:84986005430

VL - 7

SP - 1061

EP - 1070

JO - Mindfulness

JF - Mindfulness

SN - 1868-8527

IS - 5

ER -