Date of Award
Spring 5-16-2018
Degree Type
Thesis
Degree Name
Master of Arts - Psychology
Department
Psychology
First Advisor
Dr. Lora Jacobi
Second Advisor
Dr. Sylvia Middlebrook
Third Advisor
Dr. Catherine Pearte
Fourth Advisor
Dr. Keith Hubbard
Abstract
Previous research on mindful meditation (MM) has not sufficiently examined the efficacy of guided MM on perceived stress, role conflict, and other constructs using a cell phone mobile application. Stress and role conflict are experienced by a significant proportion of the public and have substantial negative consequences on mental and physical health (Lupien, McEwen, Gunnar, & Heir, 2009; Byron, 2005).Stress and role conflict can be lessened through mindful meditation (Spijkerman, Pots, & Bohlmeijer, 2016; Michel, Bosch, & Rexroth, 2014). The current research examined the effectiveness of guided mindful meditation compared to a music-listening control group on four stress-related variables: mindfulness, perceived stress, work-family-school conflict, and resilience. Contrary to expectation, both the mindful meditation group (n = 22) and music-listening group (n= 32) improved in mindfulness and perceived stress over time. Yet, the mindful meditation group did not improve significantly more than the music-listening group for any of the aforementioned dependent variables. There were no significant effects of mindful meditation or music listening on work-family-school conflict or resilience. Implications from these findings are discussed in light of their potential applications.
Repository Citation
Kunz, James, "THE EFFECTS OF MINDFUL MEDITATION ON STRESS, RESILIENCE, AND WORK-FAMILY-SCHOOL CONFLICT" (2018). Electronic Theses and Dissertations. 196.
https://scholarworks.sfasu.edu/etds/196
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
