Relationship between mindfulness and meaning in life among university students
Roles of social support and the experience of being left behind
Bibliographic Data
| ID | 11011069 |
|---|---|
| Authors | Xinlong Sun (0000-0002-2665-3531, Sichuan Normal University), Shuxi Zhou (0009-0005-4696-6817, Sichuan Normal University, corresponding author), Jundong Liao (0000-0002-1807-509X, Renmin University of China), Xici Wan (University of Exeter), Jue Wang (0000-0002-6305-4298, Wanquan Second Primary School, China) |
| Year | 2025 |
| Volume | 55 |
| Issue | 1 |
| Pages | 93-105 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | South African Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0081-2463 • E-ISSN: 2078-208X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00812463241291207 |
| OpenAlex | W4404068135 |
| Language | EN |
| References cited | 35 |
University students, particularly those with experiences of being left behind, face difficulties dealing with the many changes that cause psychological problems, and meaning in life plays a protective role in this process. Mindfulness and social support have emerged as potential factors influencing meaning in life. Although previous studies have revealed a link between mindfulness and meaning in life, few studies have examined this relationship from the perspective of the experience of being left behind. A sample comprising 1205 university students was used for the study. Self-report questionnaires were administered to assess the degrees of mindfulness, social support, meaning in life, and the experience of being left behind. We established four moderated mediation models to test the moderation and mediation effects. The results of a moderated mediation analysis revealed that social support and its dimensions mediated the effect of mindfulness on meaning in life. The impact of family support on meaning in life was moderated by the experience of being left behind, and friend support and other types of support had no significant moderating effects. Specifically, the moderating effect of the experience of being left behind significantly attenuated the impact of family support on meaning in life, whereas no significant weakening effect was observed for friend support or other types of support. Therefore, psychological education should emphasize the compensation role of friend support and other social connections in the psychological problems caused by the experience of being left behind, and appropriate mindfulness intervention is suggested
Developmental psychology · Meaning (existential) · Mindfulness · Psychoanalysis · Psychotherapist · Purpose in life · Well-being · COVID-19 and Mental Health · Mindfulness and Compassion Interventions · Psychology · Resilience and Mental Health · Social Psychology
Mindfulness Broadens Awareness and Builds Eudaimonic Meaning
Contemplating Mindfulness at Work
Social support and protection from depression
Mindfulness-based interventions
Common method biases in behavioral research
Statistical power analyses using G*Power 3.1
Self-determination theory
The longitudinal associations among perceived discrimination, social initiative, and depressive symptoms in Chinese rural left‐behind adolescents ☆
Associated Effects of Meaning in Life and Social Adjustment Among Chinese Undergraduate Students With Left-Behind Experiences in the Post-epidemic Period
The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students
Mindfulness and mental health in medical staff in the Covid-19 period
The psychological and behavioral outcomes of migrant and left-behind children in China
Leveraging adversity during pandemics
Meaning in Life Moderates Relations between Personality and Temperament and Nonsuicidal Self-Injury in Hospitalized Adolescents
The "What" and "Why" of Goal Pursuits
The Multidimensional Scale of Perceived Social Support
The benefits of being present
The meaning in life questionnaire
| Citation velocity | historical |
|---|---|
| Highly cited | No |