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Examining the relative contribution of mindfulness and adaptability on mental health and psychological wellbeing in undergraduate students.

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Title: Examining the relative contribution of mindfulness and adaptability on mental health and psychological wellbeing in undergraduate students.
Authors: Albamonte-Sianni, Ilia (AUTHOR)
Source: Psychology of Education Review. Autumn2025, Vol. 49 Issue 2, p39-43. 5p.
Subjects: Mindfulness, Mental health, Psychological distress, Well-being, Life satisfaction, Psychological resilience, Undergraduates
Abstract: Amid growing concerns surrounding student mental health, this study explores how mindfulness and adaptability each influence mental health and wellbeing. While both involve self-regulatory processes and are known to have positive effects, their potential overlap in their contribution to mental health and wellbeing remains less understood. In the present study, a sample of 112 undergraduate students (Female=83%) were assessed for their mindfulness and adaptability as well as their psychological distress, life satisfaction, and flourishing. While mindfulness and adaptability were significantly associated with each other and with mental health and wellbeing outcomes, as expected, mindfulness was the only independent predictor of psychological distress and life satisfaction, whereas adaptability was the only independent predictor of flourishing. These findings provide novel insights into the distinct predictive roles of mindfulness and adaptability, underscoring the importance of addressing the unique dimensions of wellbeing and integrating mindfulness and adaptability interventions into the curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Examining the relative contribution of mindfulness and adaptability on mental health and psychological wellbeing in undergraduate students.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Autumn2025, Vol. 49 Issue 2, p39-43. 5p.
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  Data: <searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+distress%22">Psychological distress</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Life+satisfaction%22">Life satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink>
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  Data: Amid growing concerns surrounding student mental health, this study explores how mindfulness and adaptability each influence mental health and wellbeing. While both involve self-regulatory processes and are known to have positive effects, their potential overlap in their contribution to mental health and wellbeing remains less understood. In the present study, a sample of 112 undergraduate students (Female=83%) were assessed for their mindfulness and adaptability as well as their psychological distress, life satisfaction, and flourishing. While mindfulness and adaptability were significantly associated with each other and with mental health and wellbeing outcomes, as expected, mindfulness was the only independent predictor of psychological distress and life satisfaction, whereas adaptability was the only independent predictor of flourishing. These findings provide novel insights into the distinct predictive roles of mindfulness and adaptability, underscoring the importance of addressing the unique dimensions of wellbeing and integrating mindfulness and adaptability interventions into the curriculum. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190443773
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        Value: 10.53841/bpsper.2025.49.2.39
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Mental health
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      – SubjectFull: Psychological distress
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      – SubjectFull: Well-being
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      – SubjectFull: Life satisfaction
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      – SubjectFull: Psychological resilience
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      – SubjectFull: Undergraduates
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              Text: Autumn2025
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