Mindfulness: a mediator of interpersonal style in predicting academic adjustment

Doctorate other than PhD


Osmachenko, Aaron J.. 2013. Mindfulness: a mediator of interpersonal style in predicting academic adjustment. Doctorate other than PhD Doctor of Psychology. University of Southern Queensland.
Title

Mindfulness: a mediator of interpersonal style in predicting academic adjustment

TypeDoctorate other than PhD
Authors
AuthorOsmachenko, Aaron J.
SupervisorLittler, Susan
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Psychology
Number of Pages149
Year2013
Abstract

The transition to university not only requires academic learning, but there are a range of social skills that are also required for adaption to tertiary level education. The current research identified interpersonal style and mindfulness as frameworks and theoretical perspectives to address first year university students’ adjustment to their new milieu. Study one examined the relationship between students’ attachment styles, mindfulness and academic adjustment using self-report measures with students who identified as being in their first year of university. The methodology used to examine these relationships was a demographic-matched design, with groups of self-identified meditators and non-meditators. The results indicated that in a meditative sample of first year university students who scored higher in insecure attachment style, their results negatively predicted academic adjustment, and this relationship was partially mediated by higher scores in mindfulness. Interestingly, in a non-meditative sample of first year students who scored higher in anxious attachment style, their results negatively predicted academic adjustment, and this was partially mediated by higher scores in mindfulness. However, this was not the case for students who endorsed higher levels of avoidant attachment style.

As mindfulness has its origins in eastern philosophy and meditation, the aim of study two was to examine two dimensions of the meditation experience and its effect on mindfulness. The frequency of the meditating experience was found to have an effect on self-reported levels of mindfulness. Research implications and limitations are discussed with future research suggestions which may provide the impetus for further work in the area of student adjustment to first year of university.

Keywordsinterpersonal style, attachment, mindfulness, academic adjustment, meditation
ANZSRC Field of Research 2020520399. Clinical and health psychology not elsewhere classified
Byline AffiliationsStudent Services
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https://research.usq.edu.au/item/q26y9/mindfulness-a-mediator-of-interpersonal-style-in-predicting-academic-adjustment

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Mindfulness can assist FYHE students with academic adjustment
Osmachenko, Aaron and Littler, Susan. 2014. "Mindfulness can assist FYHE students with academic adjustment." 17th International First Year in Higher Education Conference (FYHE 2014). Darwin, Australia 06 - 09 Jul 2014 Brisbane, Australia.
Mindfulness: a meditator of interpersonal style in predicting academic achievement
Osmachenko, Aaron. 2013. "Mindfulness: a meditator of interpersonal style in predicting academic achievement ." Davis, Karen (ed.) Australian and New Zealand Student Services Association Inc Conference (ANZSSA 2013): Innovation in Changing Times. Wellington, New Zealand 03 - 06 Dec 2013