國立虎尾科技大學 |

The impact of brief mindfulness interventions on attentional control in anxious undergraduates : = A randomized controlled study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The impact of brief mindfulness interventions on attentional control in anxious undergraduates :/
其他題名:	A randomized controlled study.
作者:	Aiello, Megan.
面頁冊數:	1 online resource (188 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: B.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369609615

The impact of brief mindfulness interventions on attentional control in anxious undergraduates : = A randomized controlled study.
Aiello, Megan.

The impact of brief mindfulness interventions on attentional control in anxious undergraduates :A randomized controlled study. - 1 online resource (188 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: B.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2016.

Includes bibliographical references

Mindfulness practice is associated with reduced anxiety, enhanced tolerance of negative affect, lower stress reactivity, improved task concentration, increased cognitive flexibility, and enhanced neurological functioning. However, mindfulness-based treatments are highly varied in duration, type and extent or training provided, and treatment focus. Studies of mindfulness interventions also often fail to operationally define mindfulness, which poses a challenging for understanding the mechanism(s) of change involved in its anxiolytic effects. In the current study, attentional control was examined as a possible mechanism of change, as it is largely deficient in individuals with anxiety yet necessary for extinction learning in treatment. In theory, mindfulness interventions can facilitate increased attentional control during exposure tasks, thereby enhancing new learning and eventually improving treatment outcomes. Using a randomized controlled design, the current study aimed to investigate the effects of mindfulness on attentional control for anxious individuals, with a specific examination of two types of mindfulness exercises: mindful physiological awareness and mindful acceptance. 142 participants were recruited from undergraduate psychology classes at Southern Illinois University, of which 63 had moderate-high trait anxiety and 79 had low trait anxiety (per STAI-Trait score). All participants completed baseline self-report questionnaires, after which they completed a mixed saccade task followed by listening to a 15-minute audio-recorded intervention based on group assignment. Finally, they completed a post-test mixed saccade task and post-test self-report questionnaires. It was hypothesized that both mindfulness groups would demonstrate significantly improved inhibition and shifting processing efficiencies compared to a mind wandering control, and that the mindful acceptance group would demonstrate significantly greater gains than the mindful physiological awareness group. Minimal differences in performance effectiveness were expected among all groups. Contrary to hypotheses, results indicated no significant effects of group on inhibition and shifting processing efficiencies or performance effectiveness in the anxious subsample. However, in the non-anxious subsample, the mindful acceptance group had shorter reaction times than the other two groups and the mindful physiological awareness group had higher accuracy rates than the control group. Findings suggest anxious individuals may need more extensive mindfulness practice to improve attentional control, as they tend to display greater attention deficits than non-anxious individuals. However, the study was limited in sample size and further research and study replication is needed prior to making conclusions about whether attentional control is a true mechanism of change. Study limitations, strengths, and future directions for study are also discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369609615Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of brief mindfulness interventions on attentional control in anxious undergraduates : = A randomized controlled study.
LDR:04203ntm a2200325K 4500 001 915103
005 20180727091509.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369609615
035 $a (MiAaPQ)AAI10241507
035 $a (MiAaPQ)siu:13937
035 $a AAI10241507
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Aiello, Megan. $3 1188349
245 1 4 $a The impact of brief mindfulness interventions on attentional control in anxious undergraduates : $b A randomized controlled study.
264 0 $c 2016
300 $a 1 online resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: B.
500 $a Advisers: Benjamin Rodriguez; David Gilbert.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2016.
504 $a Includes bibliographical references
520 $a Mindfulness practice is associated with reduced anxiety, enhanced tolerance of negative affect, lower stress reactivity, improved task concentration, increased cognitive flexibility, and enhanced neurological functioning. However, mindfulness-based treatments are highly varied in duration, type and extent or training provided, and treatment focus. Studies of mindfulness interventions also often fail to operationally define mindfulness, which poses a challenging for understanding the mechanism(s) of change involved in its anxiolytic effects. In the current study, attentional control was examined as a possible mechanism of change, as it is largely deficient in individuals with anxiety yet necessary for extinction learning in treatment. In theory, mindfulness interventions can facilitate increased attentional control during exposure tasks, thereby enhancing new learning and eventually improving treatment outcomes. Using a randomized controlled design, the current study aimed to investigate the effects of mindfulness on attentional control for anxious individuals, with a specific examination of two types of mindfulness exercises: mindful physiological awareness and mindful acceptance. 142 participants were recruited from undergraduate psychology classes at Southern Illinois University, of which 63 had moderate-high trait anxiety and 79 had low trait anxiety (per STAI-Trait score). All participants completed baseline self-report questionnaires, after which they completed a mixed saccade task followed by listening to a 15-minute audio-recorded intervention based on group assignment. Finally, they completed a post-test mixed saccade task and post-test self-report questionnaires. It was hypothesized that both mindfulness groups would demonstrate significantly improved inhibition and shifting processing efficiencies compared to a mind wandering control, and that the mindful acceptance group would demonstrate significantly greater gains than the mindful physiological awareness group. Minimal differences in performance effectiveness were expected among all groups. Contrary to hypotheses, results indicated no significant effects of group on inhibition and shifting processing efficiencies or performance effectiveness in the anxious subsample. However, in the non-anxious subsample, the mindful acceptance group had shorter reaction times than the other two groups and the mindful physiological awareness group had higher accuracy rates than the control group. Findings suggest anxious individuals may need more extensive mindfulness practice to improve attentional control, as they tend to display greater attention deficits than non-anxious individuals. However, the study was limited in sample size and further research and study replication is needed prior to making conclusions about whether attentional control is a true mechanism of change. Study limitations, strengths, and future directions for study are also discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Mental health. $3 564038
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
690 $a 0347
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Illinois University at Carbondale. $b Psychology. $3 1184713
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10241507 $z click for full text (PQDT)