Keywords
University Adaptation
Perceived Stress
How to Cite
Abstract
The intense stress that first year student go through and a related concept, school adjustment, are hot topics in psychology research. Another concept that is related to stress is mindfulness. The negative relation between stress and mindfulness is long known. Based on this, the aim of this study is examining the relationship between university adaptation, perceived stress and mindfulness. The participants of the study are 240 first year students aged between 17- 29 of Psychology, Archeology, and Counseling Departments. The data was gathered via demographics questionnaire, Mindfulness Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS), University Life Scale (ULS). The results indicated that mindfulness and (1) perceived stress was correlated significantly in negative direction and (2) University Adaptation, except of the Personal Adaptation (PA) subscale, was significantly correlated in positive direction. In parallel to this (3) perceived stress was found to be negatively correlated with university adaptation at statistically significant level. After the initial analysis, a secondary analysis was conducted between all variables in order to form a mediation modal. According to this modal (4) mindfulness has a role of mediator between perceived stress and university adaptation or has a buffer effect, so to say. Finally the limitations of the study and the future recommendations were discussed.
References
Aladağ, M., Kağnıcı, D. Y., Tuna, M. E. ve Tezer, E. (2003). Üniversite yaşamı ölçeği: ölçek geliştirme ve yapı geçerliliği üzerine bir çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(20), 41-47.
Akin, A. ve Akin, U. (2015). Mediating role of coping competence on the relationship between mindfulness and flourishing. Suma Psicológica, 22(1), 37–43. American College Health Association. American College Health Association- National College Health Assessment Spring 2008 Reference Group Data Report (abridged): the American College Health Association. Journal of American College Health, 57 (5), 477-88, doi:10.3200/jach.57.5.477-488.
Andersson, C., Johnsson, K. O., Berglund, M. ve Öjehagen, A. (2009). Intervention for hazardous alcohol use and high level of stress in university freshmen: a comparison between an intervention and a control university. Brain research, 1305, S61-S71.
Baron, R. ve Kenny , D. (1986). The Moderator-Mediator Variable Distinction in Social Psychological. Journal of Personality and Social Psychology, 1173- 1182.
Bao, X., Xue, S. ve Kong, F. (2015). Dispositional mindfulness and perceived stress : The role of emotional intelligence. Personality and Individual Differences, 78, 48–52. https://doi.org/10.1016/j.paid.2015.01.007
Bergin, A. J. ve Pakenham, K. I. (2016). The Stress-Buffering Role of Mindfulness in the Relationship Between Perceived Stress and Psychological Adjustment. Mindfulness, 7(4), 928–939. https://doi.org/10.1007/s12671-016-0532-x.
Bishop, S., Lau, M., Shapiro, S., Carlson, L., Anderson, N., Carmody, J., . . . Devins, G. (2004). Mindfulness: A Proposed Operational Definition. Clinical Psychology: Science and Practice, 11(3), 230-241.
Black, D. S., Sussman, S., Johnson, C. ve Milam, J. (2012). Psychometric Assessment of the Mindful Attention Awareness Scale (MAAS) Among Chinese Adolescents. Journal of Adolescent Health, 588-592.
Breslin, F., Zack, M. ve McMain, S. (2002). An Information‐Processing Analysis of Mindfulness: Implications for Relapse Prevention in the Treatment of Substance Abuse. Clinical Psychology: Science and Practice, 9(3), 275-299.
Brown, K. W. ve Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822.
Bränström, R., Duncan, L. G. ve Moskowitz, J. T. (2011), The association between dispositional mindfulness, psychological well-being, and perceived health in a Swedish population-based sample. British Journal of Health Psychology,16: 300–316. doi:10.1348/135910710X501683.
Cash, M. ve Whittingham, K. (2010). What Facets of Mindfulness Contribute to Psychological Well-being and Depressive, Anxious, and Stress-related Symptomatology? Mindfulness, 1(3), 177-182.
Ciesla, J. A., Reilly, L. C., Dickson, K. S., Emanuel, A. S. ve Updegraff, J. A. (2012). Dispositional mindfulness moderates the effects of stress among adolescents: Rumination as a mediator. Journal of Clinical Child ve Adolescent Psychology,41(6), 760–770.https://doi.org/10.1080/15374416.2012.698724.
Clinciu, A. I. (2013). Adaptation and stress for the first year university students. Procedia-Social and Behavioral Sciences, 78, 718–722. https://doi.org/10.1016/j.sbspro.2013.04.382.
Cohen, S., Kamarck, T. ve Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and social behavior, 24(4) 385-396.
Dyson, R. ve Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62: 1231– 1244. doi:10.1002/jclp.20295.
Egan, K. G. ve Moreno, M. A. (2011). Prevalence of stress references on college freshmen Facebook profiles. Computers, informatics, nursing: CIN, 29(10), 586.
Eskin, M., Harlak, H., Demirkıran, F. ve Dereboy, Ç. (2013). Algılanan Stres Ölçeğinin Türkçeye Uyarlanması: Güvenirlik ve Geçerlik Analizi. New/Yeni Symposium Journal, 132-140.
Faul, F., Erdfelder, E., Lang, A. G. ve Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods, 39(2), 175-191
Friedlander, L. J., Reid, G. J., Shupak, N. ve Cribbie, R. (2007). Social support, self- esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Student Development, 48(3), 259-274.
Garett, R., Liu, S. ve Young, S. D. (2017). A longitudinal analysis of stress among incoming college freshmen. Journal of American college health, 1-8.
Gilliam, A. K., Barry, McNamara, C. ve Bacchus, N. A. (2008) "The relationship between stress and college adjustment: the moderating role of spirituality," Modern Psychological Studies, 13(2). http://scholar.utc.edu/mps/vol13/iss2/8.
Kabat‐Zinn, J. (2003). Mindfulness‐Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144-156.
Keenan, K. (1999). Yöneticinin Kılavuzu: Stresle Başa Çıkma (1. b.). (S. Aydın, Çev.) İstanbul: Remzi Kitabevi.
Lazarus, R. S. ve Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
McNamara, S. (2000). Stress in young people: What’s new and what can we do? New York: Continuum.
Mettler, J., Carsley, D., Joly, M. ve Heath, N. L. (2017).Dispositional mindfulness and adjustment to university. Journal of College Student Retention: Research, Theory ve Practice, 1521025116688905. https://doi.org/10.1177/1521025116688905.
Pancer, S. M., Hunsberger, B., Pratt, M. W. ve Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15(1), 38-57.
Parto, M. ve Besharat, M. A. (2011). Mindfulness, psychological well-being and psychological distress in. Procedia Social and Behavioral Sciences, 578-582.
Peat, M., Dalziel, J. ve Grant, A.M. (2000).Enhancing the transition to university by faciliating social and study networks: results of one-day workshop.Innovations in Education & Training International, 37(4), 293- 303, Taylor & Francis Database
Preacher, K. J. ve Leonardelli, G. J. (2003).Calculation for the Sobel test. http://quantpsy.org/sobel/sobel.htm adresinden 15.09.2017 tarihinde edinilmiştir.
Ramler, T. R., Tennison, L. R. ve Lynch, J. (2016). Mindfulness and the college transition: The efficacy of an adapted mindfulness-based stress reduction intervention in fostering adjustment among first-year students, Mindfulnes, 1-10. https://doi.org/10.1007/s12671-015-0398-3.
Rau, H. K. ve Williams, P. (2016). Dispositional mindfulness: A critical review of construct validation research. Personality and Individual Differences, 93, 32-43.
Ross, S. E., Niebling, B. C. ve Heckert, T. M. (1999). Sources of stress among college students.College Student Journal, 33(2), 312–317.
Sasaki, M. ve Yamasaki, K. (2007). Stress coping and the adjustment process among university freshmen. Counselling Psychology Quarterly, 20(1), 51-67.
Selye, H. (1976). The stress concept. Canadian Medical Association Journal, 115(8), 718.
Sevim, S. A. ve Yalçın, İ. (2006). Kısa süreli bir oryantasyon programı denemesi: öğrencilerin uyum düzeyleri ve programa ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(2), 217-233 Google Akademik
Shapiro, S. L., Carlson, L. E., Astin, J. A. ve Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.
Shapiro, S. ve Carlson, L. (2017). What is mindfulness? The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions içinde (9-20). Washington, DC: American Psychological Association.
Solberg, V. S., Valdez, J. ve Villarreal, P. (1994). Social support, stress, and hispanic college adjustment: Test of a diathesis-stress model. Hispanic Journal of Behavioral Sciences, 16(3), 230-239. https://doi.org/10.1177/ 07399863940163002.
Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249–257. https://doi.org/10.1080/00050067.2010.482109.
TÜİK (2013). Cinsiyet ve eğitim seviyesine göre yükseköğretimde öğrenci sayıları.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2018 Nesne Psikoloji Dergisi