Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students
Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. T...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-09-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/9/9/1238 |
| _version_ | 1797519043658252288 |
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| author | Mikyoung Lee Keum-Seong Jang |
| author_facet | Mikyoung Lee Keum-Seong Jang |
| author_sort | Mikyoung Lee |
| collection | DOAJ |
| description | Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs. |
| first_indexed | 2024-03-10T07:37:36Z |
| format | Article |
| id | doaj.art-49e895069ca8466090c94842364b556a |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-10T07:37:36Z |
| publishDate | 2021-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-49e895069ca8466090c94842364b556a2023-11-22T13:19:04ZengMDPI AGHealthcare2227-90322021-09-0199123810.3390/healthcare9091238Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing StudentsMikyoung Lee0Keum-Seong Jang1Department of Nursing, Kwangju Women’s University, Gwangju 62396, KoreaCollege of Nursing, Chonnam National University, Gwangju 61469, KoreaBackground: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs.https://www.mdpi.com/2227-9032/9/9/1238nursing studentssocio-cognitive mindfulnessemotion regulationreappraisalsuppressionachievement emotions |
| spellingShingle | Mikyoung Lee Keum-Seong Jang Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students Healthcare nursing students socio-cognitive mindfulness emotion regulation reappraisal suppression achievement emotions |
| title | Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students |
| title_full | Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students |
| title_fullStr | Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students |
| title_full_unstemmed | Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students |
| title_short | Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students |
| title_sort | mediating effects of emotion regulation between socio cognitive mindfulness and achievement emotions in nursing students |
| topic | nursing students socio-cognitive mindfulness emotion regulation reappraisal suppression achievement emotions |
| url | https://www.mdpi.com/2227-9032/9/9/1238 |
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