PAMANTASAN NG LUNGSOD NG MUNTINLUPA

COLLEGE OF ARTS AND SCIENCE

Mindfulness as a Predictor of Self-Control and Resilience among the Selected 3rd year

Students of Pamantasan ng Lungsod ng Muntinlupa

An Undergraduate Thesis to the College of Arts and Sciences

Pamantasan ng Lungsod ng Muntinlupa

NBP Reservation Poblacion, Muntinlupa City

Bilbao, Ena Marie B.

2018
 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Chapter I

For the past decade or so, mindfulness has become an interesting topic mainly because

of its psychological, behavioral, and health-related outcomes. Originally emerged in the East as

a religious meditation, the Buddhist concept of mindfulness identifies two distinct yet constituent

components of mindfulness, namely, concentration (Samantha in Pāli) and insight (Vipassana

in Pāli). The Samantha concentration technique is the focus of “attention on the object of

meditation to the exclusion of everything else" [CITATION Gra11 \l 13321 ], whereas Vipassana

insight technique involves the “moment-by-moment observing of the three characteristics

(impermanence, suffering, not-self) of the meditation object” [CITATION Gra11 \l 13321 ].

Although the Buddhist scholarly literature presents a detailed picture of the mindfulness, the

psychological literature reveals more considerable variance in descriptions of the nature of

mindfulness on both theoretical and operational levels [CITATION Dim03 \l 13321 ][CITATION Hay03

\l 13321 ].

The adaptation of mindfulness in the West as a science emerged from Jon Kabat-Zinn’s

successful development of Mindfulness-Based Stress Reduction programs in the late 1970’s.

Later on followed by other Mindfulness-Based Interventions e.g. MBCT [CITATION Seg02 \l

13321 ]; DBT [CITATION Lin93 \l 13321 ], and; ACT [CITATION Hay99 \l 13321 ].

Mindfulness was variously defined (see Linehan, 1994; Bishop, Lau, Shapiro, Carlson,

Anderson, Carmody et al., 2004; Olendzki, p.253; Gunaratana, 2002 p. 142; Kabat-Zinn, 2003)

and has a wide extant measures, however, in this study the researchers relayed to the

approach that is directed toward examining the nature and manifestations of mindfulness with or

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without specific training [CITATION Bro4a \l 13321 ]. It was Ellen Langer who pioneered another

prominent use of Mindfulness wherein she defined it as, “the process of actively noticing new

things, relinquishing preconceived mindsets and then acting on the new observations.” Langer

In lieu with this, the researchers took an interest of knowing whether mindfulness

predicts self-control which is “the ability of people to control their own behavior in relative

autonomy from external pressures, from their innate or learned automatisms, and physiological

impulses” [ CITATION Bau11 \l 13321 ][ CITATION Kru10 \l 13321 ][ CITATION Mur00 \l 13321 ].

Several studies lend support to the theorized role of mindfulness in both behavioral self-control.

Barnes, Brown, Krusemark, Campbell, and Rogge (in press) and Lakey et al (2007) found that

dispositional, MAAS-assessed was related to higher dispositional self-control, defined as the

ability to override or change inner responses, and to interrupt and refrain from acting on

undesired behavioral tendencies [ CITATION Bro07 \l 13321 ]. Also, to predict resilience which is

“the personal qualities that enables one to thrive in the face of adversity” [ CITATION Con03 \l

13321 ].

Considering that college is like a battleground, students fighting through every stress

and challenges that comes to their way. It’s never easy, some students find it hard to focus,

some find it hard to cope up, and some act upon impulsivity. The purpose of this study is to

determine the relationship of Mindfulness to the self-control and resilience of the selected third

year students of Pamantasan ng Lungsod ng Muntinlupa. In this study, selected third year

students of PLMun will be tested about being mindful, and determine whether these students

encompasses self-control and resilience.

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Statement of the Problem:

This study aims to determine if the level of mindfulness has an association to the level of

self-control and level of resilience among the selected 3rd year students. Particularly, it seeks the

answer to the following questions:

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DEPARTMENT OF PSYCHOLOGY

1. What is the profile of the respondent according to:

1.1 Age

1.2 Sex

1.3 College Affiliation

2. What is the level of mindfulness among the selected 3rd year students of PLMun using

the Mindful Attention Awareness Scale (MAAS) by Brown & Ryan 2003?

3. What is the level of self-control among the selected 3 rd year students using the Self-

control Scale (SCS) by Tangney, Baumeister, and Boone 2004?

4. What is the level of resilience among selected 3 rd year students using Brief Resilience

Scale (BRS) by Smith et al 2008?

5. Is there a significant relationship between Mindfulness, Self-control and Resilience?

6. Does mindfulness predicts self-control among selected 3rd year student of PLMun?

7. Does mindfulness predicts resilience among selected 3rd year student of PLMun?

Statement of Hypotheses

HA1: Mindfulness has relationship between self-control and resilience

HA2: Mindfulness is a predictor of self-control and resilience

Theoretical Framework

Mindfulness Theory

Brown, Ryan & Creswell (2007) discuss what mindfulness is as a state and speculate how

processes that mindfulness creates might lead to a series of consequent beneficial outcomes.

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DEPARTMENT OF PSYCHOLOGY

These outcomes include clarity of awareness; non-conceptual, nondiscriminatory awareness;

flexibility of awareness and attention; an empirical stance towards reality; present-oriented

consciousness; and stability or continuity of attention and awareness. They argue that the

above outcomes create processes of insight, exposure, non-attachment, and integrated

functioning that could give rise to further beneficial effects of mindfulness practice. Recall that

insight involves awareness of internal reactivity and the realization that thoughts and other

mental events are merely transitory experiences passing through the field of awareness.

Exposure involves holding experience in the field of awareness while refraining from engaging

in typical reactions to it. Nonattachment is essentially an attitude of equanimity. The authors

suggest that nonattachment might give rise to “unconditional happiness”, that is, happiness “that

is not contingent on circumstances” (p. 227), because it involves the lack of both attachment to

pleasure and aversion to pain.

Resilience Theory

The concept of resilience was developed to “describe relative resistance to psychosocial risk

experiences” (Rutter, 1999b, p. 119). It has been further defined as “a dynamic process

encompassing positive adaptation within the context of significant adversity” (Luthar, Cicchetti,

& Becker, 2000) and “the process of coping with adversity, change, or opportunity in a manner

that results in the identification, fortification, and enrichment of resilient qualities or protective

factors” (Richardson, 2002, p. 308). Research on stress reactions and recovery from stress,

with implications for education, has also informed this theory (Benotsch et al., 2000; D’Imperio,

Dubow, & Ippolito, 2000; Dubow, Schmidt, McBride, Edwards, & Merk, 1993; Dubow, Tisak,

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Causey, Hryshko, & Reid, 1991; Fontana, Schwartz, & Rosenheck, 1997; Garmezy & Rutter,

1983; Golding, 1989; Keenan & Newton, 1984; Lazarus, 1993; Lazarus & Folkman, 1984).

Thus, resilience is conceptualized as relative resistance to psychosocial stressors or adversity.

Although varying models of resiliency have been tested, researchers and theorists agree that

the construct is salient in the context of stress and adversity and is not operative in the absence

of environmental stressors (Jew, Green, & Kroger, 1999; Rutter, 1999).

Self-control Theory Selected 3rd year Students of

theory in criminology. The Theory was developed by Michael Gottfredson and Travis Hirschi

and they define self-control as the differential tendency of individuals to avoid acts independent

of the situations in which they find themselves. Self-control theory states that “individuals with
Mindfulness

high self-control will be constantially less likely at all periods of life to engage in criminal acts

while those with low self-control are highly to commit crime” (Akers 1997). The self-control

consist of a set of stable differences across individuals that predispose them to act upon

momentary impulse without regard for the consequencesResilience

“people who lack self-control will tend to be impulsive, insensitive, physical, risk-taking,

shortsighted and non-verbal and they will tend therefore to engage in criminal and analogous

acts” (Gottfredson and Hirschi 1990)

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Conceptual Framework

In this study, the researchers conceptualized a framework that focuses on determining

whether the level of Mindfulness among selected 3rd year students of Pamantasan ng Lungsod

ng Muntinlupa has an association to their level of Self-control and Resilience. The conceptual

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diagram shown may represent the relationship of mindfulness to the self-control and resilience

among selected 3rd year students of Pamantasan ng Lungsod ng Muntinlupa.

Selected 3rd year Students of

Mindfulness

Self-control Resilience

Figure 1: Research Paradigm

Figure 1 presents three variables; Mindfulness serves as the predictor variable while

Self-control and Resilience serves as the criterion variables.

Scope and Limitations

This study is mainly focused on Mindfulness as predictor of Self-control and Resilience.

Having three variables: Mindfulness; Self-control, and, Resilience.

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COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

The respondents of the study are only limited to selected 3 rd year students of

Pamantasan ng Muntinlupa enrolled in school year 2018-2019. The researchers selected

twenty-five students from different College departments; CAS; CBA; CCJ; CITCS, and; CTE.

The researchers will survey a total of 250 respondents.

Significance of the Study

The findings of this study will be of great benefit to the following:

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DEPARTMENT OF PSYCHOLOGY

Students- This study presents a technique that will be beneficial for students who are struggling

in college adversity. Also to help them develop self-control in order to achieve long term goals.

Professors- The present study will open up the Mindfulness topic that the Professors could use

as a technique for their students who are struggling in college life.

Guidance- The result of this study can be used as a suggestion for the future programs of the

Guidance Office addressing the same problems.

Mindfulness practitioners- The present study will help the Mindfulness Advocates or the

Mindful Society to spread the good news and promote the practice of Mindfulness.

School- The results will provide an additional knowledge considering that there are only few

research about mindfulness.

Future Researchers- This study will serve as a guide for future researchers who aims to

extend the study and as a reference for those with related studies.

Definition of Terms

The following terms were functionally defined in this study:

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Mindfulness- the awareness that emerges through paying attention on purpose, in the present

moment and non-judgmentally to the unfolding of experience moment-by-moment.

Awareness- represents pure perception of the field of events that encompass our reality at any

given moment; the background “radar” of consciousness, continually monitoring the inner and

outer environment.

Attention- an aspect of consciousness whereby we select from this rich field of perceived

phenomena an object of focus; a process of focusing conscious awareness, providing

heightened sensitivity to a limited range of experience.

Self-Control- the quality that allows you to stop yourself from doing things you want to do but

that might not be in your best interest. And it is defined as the ability to manage your actions,

feelings and emotions.

Resilience- the process of, capacity for, or outcome of successful adaptation despite

challenging or threatening circumstances; an individual’s stability or quick recovery (or even

growth) under significant adverse conditions.

Chapter II

Review of Related Literature and Studies

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In this chapter, the researchers presents the related literature and studies from foreign

and local sources. The following research will provide relevant information and give additional

insights to the present study. It will also be helpful in comparing and strengthening the present

study.

Foreign Literature

Exploring the role of mindfulness and academic self-efficacy in predicting resilience

among university students, Thompson, Arnkoff, and Glass (2011) have proposed that

mindfulness is associated with resilience, and Greason and Cashwell (2009) research found

evidence of an association between mindfulness and self-efficacy. These findings suggest that

mindfulness and self-efficacy show potential to be protective factors of strengthening resilience

(Hamill, 2003). Therefore, the study investigate the relationship between mindfulness and self-

efficacy and their potential contribution to resilience. Participants were 39 male and 102 female

university students who are given three scales, namely; The Freiburg Mindfulness Inventory

(FMI) (Walach et. al, 2006) to measure an individual’s experience of mindfulness; the beliefs in

Educational Success Test (BEST) (Majer, 2006) to measure an individual’s belief in their ability

to succeed academically, and, the Connor Davidson- Resilience Scale (CD-RICS) (Connor &

Davidson, 2003) to rate how individuals have felt over the last month and their stress coping

ability. Results shows that both mindfulness and academic self-efficacy were found to significant

predictors of resilience, F (1,139) =110.39, p.< .000, and F (2,138) =104.44, p.< .000

respectively. Mindfulness accounted for 44% of the total outcome variance, and academics self-

efficacy accounted for 16% of the total variance of the resilience model of the predictor

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variables in the regression model, both mindfulness and academic self-efficacy were found to

be significant predictors; however, mindfulness was found to be the variable contributing most

highly to the regression model of resilience. [ CITATION Mic13 \l 13321 ]

Mindfulness has been conceptualized as a flexible state of consciousness of an

individual encompassing refined attention and non-evaluation awareness of one’s internal and

external experiences as they take place ( Brown& Ryan 2003; Brown, Ryan & Creswell 2007).

Correlational research has demonstrated that measures of trait mindfulness are closely

associated with higher levels of subjective well-being. It has also been firmly established that an

increase in mindfulness through interventions such as meditations training also results in

increase of individuals’ well-being. In a review of trait mindfulness and resilience to trauma,

Thompson, Arnkoff & Glass (2011) suggest that a mindful and accepting orientation toward

experience helps prevent ruminative and depressogenic thinking, thereby promoting

psychological resilience following trauma. Resilience should be more pronounced in mindful

individuals, as they will, for instance, engage less in rumination and habitual worrying (Shapiro,

Brown & Biegel 2007; Verplanlan & Fisher, 2014) but rather maintain a solution focused outlook.

AYUSIN NINYO….Researchers investigate the mediating role of resilience in the impact of

mindfulness on life satisfaction and affect as indices of subjective well-being. Participants (236

men, 91 women) undergraduate students who were given four scales; Mindfulness Attention

Awareness Scale (MAAS) by Brown& Ryan 2003, Connor-Davidson resilience scale (CD-RISC)

Connor Davidson 2003, Satisfaction with life scale (SWLS) Diener, Emmons, Larsen & Griffin

1985, the positive and negative affect scale (PANAS) Watson, clark & tellegen 1988.

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Mindfulness was found to correlate positively with life satisfaction and positive affect and

correlate negatively with negative affect. The present study found that resilience did significantly

mediate between mindfulness and greater life satisfaction, higher positive affect and lower

negative affect. The theoretical underpinning for this hypothesis is that the awareness and

acceptance aspects of mindfulness may facilitate the development of greater resilience

(Thompson et. al, 2011; block, cusack & hegney 2015) high levels of mindfulness may help

people maintain a decentered attitude toward difficult situations and foster resilience and this

provides information regarding are possible process through which mindfulness exerts its

beneficial effects the findings provide support for universities to develop strategies that promote

mindfulness and resilience in university students to enhance well-being of students under

academic pressure. [ CITATION Baj15 \l 13321 ]

Role of Resilience in Mindfulness Training for First Responders

First responders, such as law enforcement officer (LEOs) and fire fighters (FFs), are

routinely exposed to traumatic and fatalities (Regambal et al. 2016), including threats of

violence, assaults and fatalities (Ragambal et al. 2015, Regehr et al. 2003a; Regehr ete al.

2003b). Resilience may be a key mechanism that limits the impact of stress, decreasing the

incidence of burnout (Garcia and Calvo 2012; Hao et al. 2015; Taku 20140. Resilience mediates

the relationship between dispositional mindfulness and burnout among nursing students

(Reeset er al. 2015), and resilience-enhancing preventive interventions have been shown to

improve the capacity for adapting to stress and adversity and improving health outcomes,

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DEPARTMENT OF PSYCHOLOGY

including burnout, in high-stress population (Lee et al. 2014). Mindfulness training (MT) has also

been shown to increase psychological resilience in high-stress population, including military

personnel (Johnson et al. 2014; Stanley et al. 2011). Participants were recruited from police and

fire department in suburban community of a major city in the pacific northwestern USA. The

LEO sample (n=47) was 57% male, with an average of 43.53% years (SD= 7.72; range= 24-

61). Approximately 81% identifies as Euroa American, 13% as Latino/a American, 4 % as

multiracial, 4% as Asian American, and 2 % African American. The Five Facet Mindfulness

Questionnaire-Short Form (FFMQS-SF; Bohlmeijer et al. 2011), The Brief Resilience Scale

(BRS; Smith et al. 2008), and The Oldenburg Burnout Inventory (OLBI; Demerouti et al. 2003).

The results indicated that pre- to post-training changes in mindfulness were indirectly related to

pre- to post-trainings changes burnout Specifically, we found that increased mindfulness was

related to increased resilience (b= 0.42, SE= 0.11, p<.01), which in turn was related to

decreased burnout (b= -0.25, SE= 0.12, p= .03)

Mindfully keeping attention on experiences with minimal effort to act on them, should

lead to a situation of exposure and, in turn, extinction (Baer, 2003). Thus although all individual

may encounter situations that potentially could trigger aggressive and self-harmful behaviors,

those who are mindful may experience the resulting habitually associated responses to a

reduced extent. As shown elsewhere, trait mindfulness is associated with lower levels of self-

reported aggressiveness (e.g. Borders, Earley, & Jajodia, 2010; Brown & Ryan, 2003). Self-

control was explicitly mentioned (but not tested) by Heppren et. al. (2008) (e,g, Gratz & Roemer,

2004; Slee, Spihoven, Ganefski & Arensman 2008). Self-reported measures of mindfulness and

self-control are strongly related with each other (Bowlin & Baer, 2012; Brown & Ryan, 2003).

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241 subjects (152 females, 4 did not report sex). Ages ranged from 18 to 41 (m=23, 87, SD=

5.93). Who were given four scales, namely, Mindfulness Attention Awareness Scale (MAAS:

Brown & Ryan, 2003), Brief Self-Control (Brief SCS; Tangeney et al.., 2004), Aggression

Questionnaire (AQ; BUSS & Perry, 1992) and Deliberate Self-Harm Inventory (DSHI: Gratz,

2001). The result shows that self-control, may be a pertinent individual difference on the link

between mindfulness and behaviors that are physically harmful to the self and to others.

[ CITATION Yus14 \l 13321 ]

The transition from college is challenging and difficult for most students. Factors such as

age related susceptibility, being away from family, dormitory problems and dealing directly with

the opposite sex lead to hedonistic, impulsive, competitive and pretentious behaviors. Self-

control is considered as one of the important issues which should be enhanced in such

circumstances (Mahram & saketi, 2008). Individuals with high self-control have better

adjustment, better interpersonal relations and better performance in academic and educational

assignments. People with low skills in this area are not predictable in terms of mood and

behavior; their behavior may be defined as impulsive and immature (Gottfredson& Hisrchi

1990). Participants of all female students in University of Yazd which were estimated 644.

Therefore, in the present study 38 subjects were selected by convenience sampling and were

randomly placed into two groups with equal numbers; 19 subjective in the control group and 19

subjects in the experimental groups. Using Tangney’s (2004) self-control questionnaire a pre-

test and pro-test were used to collect the required data. In this study, they showed that when

compared to the itotal score, the two small scales are better predictors of both desirable and

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undesirable behavior (De Ridder et al. 20011). Results of the mean and standard deviation of

age in the control and experimental group the average age was 25.37 for in the control group

23.16 for experimental group. There’s no significant difference exists between the experimental

and control group in the pre-test. Therefore, it can be said that the two group are homogenous

in the self-test variable. This research aims to examine mindfulness training on self-control

increase in female students living in yazd dormitory the result showed that mindfulness training

was effective in increasing self-control at post-test. [ CITATION Oli16 \l 13321 ]

Mindfulness is associated with better self-control, but the mechanisms of this association

have only seen limited examination. (Brown, Inzlincht, and Teper, 2017) proposed that two

components of mindfulness– introceptive awareness and nonjudgmental acceptance– improve

self-control by amplifying and drawing attention to the conflict-related affect that instantiates it.

In the present chapter, the authors describe how affect mobilizes self-control and how

mindfulness can ameliorate the affect-control relationship. Converging evidence suggests that

the present-moment awareness and non-judgmental acceptance intrinsic to mindfulness

enhances one’s sensitivity to the affective cues that direct self-control processes. Rapid and

transient affect is produced when one is at risk of not meeting one’s goals, and this affect serves

as a signal that alerts the brain that the self-control is needed. As the cultivation of mindfulness

promotes the employment of a nonjudgmental attention towards primary and sensory

experiences. (E.g. Frab, Segal, & Anderson, 2013), mindfulness training enhances affect’s

ability to energize controlled processes in the service of goal-directed behavior. [ CITATION Bro17

\l 13321 ]

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Three component processes of EF considered previous literature include mindfulness

(Cahn and Polich 2006), self-control (Beaver et al. 2007), and working memory (Engle et al.

1971). The focused attention and cognitive monitoring involved in mindful awareness appears to

share some cognitive qualities with EF (Manna et al. 2010), and research suggested

mindfulness training might improve various measures of EF (Hook et al. 2010). Preliminary

research has found relationship between these three constructs for example, several researcher

have reported that mindfulness training may increase mindfulness and also improve

performance on working memory task (Chambers et al. 2008; Jha et al. 2010; Zeidan et al.

2010). Data were obtained from first-year medical students (N=31). Measurement used are

Mindfulness Attention Awareness Scale (MAAS; Brown and Ryan 2003), Self-Control Schedule

(SCS; Rosenbaun 1980), Positive and Negative Affect Schedule (PANAS; Waston et al. 1988),

Psychological Well-being Scale (PWS; Ryff 1989), Automated Operations Span Task Working

(AOSPAN; Unsworth et al. 2005), Alcohol Use Disorders Identification Test (AUDIT; Saunders

et al. 1993), and Current Meditation Practice. The result this finding is consistent with a previous

research reporting positive relationship between mindfulness and increased self-control of

behavior (Singh et al. 2003) the self-report data collected in the present study are also

consistent with neuroimaging data, which have also found preliminary relationship between

mindfulness and self-regulation (Tang et al 2009). [ CITATION Bla11 \l 13321 ]

Effects of mindfulness and meditation experience on cognitive and emotional

functioning and ego depletion (Emily Lauren Brown Lykins)

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Mindfulness is increasingly recognized as an important phenomenon both clinically and

empirically with mindfulness-based interventions demonstrated to be efficacious across a wide

variety of patient populations and disorders (Baer, 2003) Several testable predictions in the

cognitive and emotional domains were derived from the operational definitions of mindfulness

provide by bishop et al (2004) Recent empirical work (Chambers, Lo& Allen, 2008; Valentine &

sweet, 1999) has supported Bishop et al’s predictions, providing initial validation of their

operationalization of mindfulness this investigation was warranted as recent theoretical work

suggested that increased self-control abilities may be the primary mechanism by which

mindfulness based interventions work and that higher levels of trait mindfulness may appear to

be related to enhanced self-regulatory abilities (Masicampo& Baumeister 2007) Ninety-eight

individuals (33 meditators, 33 age-matched non meditation controls and students) complete

self-report and behavior measures of attention, learning, memory, cognitive and emotional

biases and self-regulation in individual sessions. Mindfulness developed out of eastern spiritual

traditions that suggest that mindfulness will likely result in reduced suffering and increases in

positive personal qualities, such as awareness, insight, wisdom, comparison and equanimity

(Gold-stein 2002; Kabat-Zinn 2000) because mindfulness includes the self-regulation of

attention Bishop et al. (2004) Predicted that increases in mindfulness should lead to increase of

attentional abilities of sustained attention, or the ability to maintain a state of vigilance over

prolonged periods of time (Posner & Rothbart, 1992).

Lykins & Baer also found that both meditation experience and total mindfulness scores from the

FFMQ were significantly positively associated with openness to experience, reflection,

psychological well-being, and self-compassion and negative associated with thought

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suppression, fear of emotion, and difficulties in emotion regulation, cognitive failures, rumination

and psychological symptoms. Tang et al (2007) found that a brief mindfulness training led to

lower anxiety, depression, anger and fatigue and higher vigor and to a significant decrease in

stress-related cortisol and an increase in immune-reactivity. Wenk-Sormaz (2005) demonstrated

that mindfulness induction in the laboratory promoted less automatized and habitual responding

on an emotional stoop task, suggesting increases in attentional control in the emotional domain.

Campbell-sills, barlovo, brown and hofmann (2006) demonstrated that individuals diagnosed

with mood and anxiety disorder who were instructed to watch a distressing film clip in an

accepting, mindful way experienced faster recovery from the induced negative affect than those

instructed to suppress their reactions to the film. Arch & Craske (2006) should that individuals

completing a focused breathing induction in which they wore instructed to focus nonjudgmental

attention on their breath, as compared with individuals engaging in unfocused attention or

worrying experienced the least emotional volatility while viewing emotion-relevant slides and the

greatest willingness to view highly negative sides. This research can further demonstrated how

and the extent to which meditations affects cognitive and emotional processes and will be the

first investigation of this type to e xamine self-regulation processes. Participants data collected

from three samples of participants regular meditators (N=33) age-matched non meditating

control (N=33) and non-meditating students (N=32). The instruments scale used is demographic

questionnaire, five facet mindfulness questionnaire by Baer et al (2006), depression anxiety

stress scale Lovibond (1993) scale of psychological well-being (scales of PWD, 1989),

Rumination reflection questionnaire (RRQ; Trapnell & Campbell 1999), Ruff 2&7 selective

attention test, continuous performance task (Ruff Allen 1996), color traits test, California verbal

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learning test, letter number sequencing, computerized subtilizing task, stroop color word test

(Stroop 1935) to measures of emotional functioning stroop task (stroop) implicit association test,

to measures self-regulatory function (stroop 1935)

Individual differences in self-attributed mindfulness levels are related to the experience

of time and cognitive self-control (Marc wittman, Joachim peter, Oksana Gutina, Simone

Otten, Niko kohls, Karin Meissner)

Mindfulness is understood as bringing awareness to each present moment in time with

an accepting and non-judgmental attitude. It can be developed and cultivated through

introspective training such as meditational practices (Kabat-Zinn 2005; Sauer et al. 2012,2013)

being mindful is also related to an increase ability of emotional, self-control that is the capacity

for inhibitory control over inner impulses and immediate urges. The finding of a negative

relationship between mindfulness and impulsiveness is not surprising conceptually this was to

be expected. Since impulsiveness can be seen as being on the other end of a conceptual

continuum with self-sontrol, our results complement prior research with different assessment

techniques showing higher self-control in individuals with higher trait mindfulness. (Bowlin&

Baer 2012; Lee& chao 2012; Sauer et al 2011) Participants for this cross-sectional, correlational

study design N=63 subjects 31 women was recruited in two study centres in Frei burg (N=31)

and munich (N=32) participants were student from local universities and between 19 and 34

years of age (mean age; 24.6 years; S.D= 2.9) the instrument used Freiburg mindfulness

inventory (Fohls, Sauer & walach 2009; walach, buchhel buttenmuller, klein kneckt & Schmidt

2006) barrant impulsve scale (barrant, Stanford, Dowdy, Liebmau & kent 1999).

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Foreign Studies

Life Experiences and resilience in the college students: A relationship influenced by

Hope and Mindfulness.

Studies have found mindful people are better able to respond to difficult situations

without reacting in automatic and non-adaptive ways because they are open to new perceptual

categories, tend to be more creative, and can better cope with difficulties thoughts and emotions

without becoming overwhelmed or shutting down (Langer & Moldoveanu, 2000; Wallace &

Shapiro, 2006). This study proposed that the more hopeful people are, the more likely they

respond resiliently to stressful o traumatic events. Hand (2004) found that low to moderate

levels of adverse life experiences predict higher hope. Studies using MBSR and MBCF clearly

illustrate that mindfulness-based interventions are effective (Baer, 2003). Kieviet et al. 2008;

Kuyken et al..., 1995). Kieviet et al. repot mindfulness programs equip people with coping

strategies to help them confront difficulties and worries. The enhanced immune functioning and

reduced stress level discovered in massion et al. (2005) study and neurological advantage

reported by Takahashi et al. (2005) are also concrete benefits. It is likely mindful individual who

have experienced multiple difficult life experiences are more resilient than mindful individual who

have had fewer difficult life experiences. Participants were 587 undergraduate students at

Texas A&M University. The majority of participants were college sophomores (27.5%) juniors

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COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

(27.5), or senior (29.1%). Who were given four scales, namely, Resilience Scale for Adults

(RSA), The College Student Life Events Scale (CSLES), Snyder Hope Scale (SHS, Snyder,

1994), and The Five-Facet Mindfulness Questionnaire (Baer et al., 2006 see appendix F). The

results were constructs of mindfulness, hope, and resilience all had positive, statistically

significant correlations with other. Related to hypothesis were positively correlates (r=.44 p<.01).

Local Literatures

Group-Based Mindfulness-Informed Psychological First Aid after typhoon Haiyan

The regularity of disasters over the past decades has led to increasing in appropriate

psychosocial support interventions. A survey of providers who responded to Hurricanes

Gustave and like found that they perceived Philippine First Aid as an appropriate intervention

and regarded the core actions of contract, safety, comfort, and practical. Assistance to be most

helpful to survivors (Allen et al, 2010). Mindfulness training may aid disaster tone particularly for

local responder who may affect themselves be affected (Hansol et al, 2011). Participants were

taught mindful awareness of breathing and the “letting go exercise” designed to help

participants recognize and let go of stress as it is occurring, rather that attempting to cognitively

avoid or elaborate on it. Group-based PFA intervention post- Typhoon Haiyan that they conduct

to the participants are venue, assessment, mindfulness training, group sharing,

psychoeducation about stress and coping, open-space problem solving, and closing activity.

Participants were local government employees in the various areas affected by typhoon Haiyan

a total of 125 participants. Measurement used are coping skills, self-efficacy, and Post-

Traumatic stress symptoms The PTSD Checklist-Civilian (PCC-C) (Weathers et al 1993).

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Mindfulness Practices from Asia Tradition: An overview of some Clinical and field

Applications Relevant for Filipino youth (Dante G. Simbulan Jr. Ph.D)

Mindfulness practices are activities which aim to direct one’s awareness to the present moment,

and techniques which allow for moment to moment, non-judgmental, self-observation. By doing

so, one unities one’s mind with the body’s sensation, feelings, movement, and content of

consciousness which in turn can influence physiological processes leading to mindfulness

practices can be applied in daily life activities, from eating, awareness of sight, sound, body

sensation, listening, human communication, walking, exercise and in changing emotional and

mood states . Mindfulness practices from Asia traditions are how not just practiced in temples

and ashrams of eastern religious, martial arts dojos, meditation and yoga training halls and

fitness center. In the west, they moved into hospital centers, rehabilitation clinics and research

laboratories as complementary or adjunct therapist for chronic and acute physical illnesses with

a focus on stress reduction of physical symptoms and as complementary therapeutic tools for

mental health problems. There are free Zen meditation classes and Vipassma meditation

retreats available worldwide, including in the Philippines. It is interesting to note that the

scientific study of mindfulness practices from eastern traditions within the framework of western

medicine was initiated by leading investigators in India and United States who have been

influenced mindfulness practices. Integrated models adapted to modern society such as Dr. Jon

Kabat Zinn mindfulness based stress reduction model and the preventive medicine model of Dr.

Dean Ornish which present holistic approach to health. The benefits to promote rapid

assimilation of mindfulness practices in health care and society. This review of clinical and field

application of mindfulness practices show many physical and psycho-emotional benefits for

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Filipino youth as well as for society at large, cutting across age, gender, classes, nationalities,

religious affiliations and personal belief systems.

Exploring the Mechanism behind Ego-Depletion during mindfulness

Human beings have an extraordinary ability to use self-control to override instinctual behaviors

(Bandura, 1978; Herman Misch, Hernandez-Cloneda & Tomasello, 2015). Self-control clinically

diagnosed conditions e.g. addiction (Bale & Volkow, 2006), rumination (Denson, Pederson,

Friese, Hahm & Robert, 2011), and eating disorders (e.g. Marchi & Cohen, 1990). In turn,

Mindfulness has been shown to be effective treatment for individual with addiction (Hsu, Grow &

Mariatt, 2008), rumination (Raes & Williamns, 2010) and eatinf disorders (Wanden-Berghe,

Senz, Valero & Wanden-Berghe, 2010). In total 92 participants between 20-30 took part in this

study allowing for 23 participants in each condition. The Material and Procedure that they

conduct to the participants are Phase 1; Self-Control Task (10 minutes) (Baumeister et al. 1998;

Tyler, 2008; Wan & Sternthal, 2008; Tyler & Burns, 2009), Phase 2; Intervention (8minutes)

(Baumeister et al. 2000; Baumeister, 2002; Bouncher & Kotos, 2012), and the Post- test

Questionnaire. The results A between-subject one-way ANOVA was run, which found a main

effect of intervention on anagram performance (F(3, 92) = 4.31, p = .007, η² = 0.13). Post-Hoc

comparisons using a Tukey HSD test identified a significant difference between Mindfulness

(M= 10.48, SD= 4.02) and Meditation (M= 6.30, SD= 3.47) interventions. Bayesian analysis also

suggested evidence for relaxation (M= 9.35, SD= 4.15) being different to meditation (Bayes

Factor = 4.33) but this was not supported by p-value significance (p = .068). Post-hoc

comparisons found no other significant differences between interventions (see Table 1).

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Bayesian analysis then tested the null hypothesis. Results provided evidence for the relaxation

and control (M= 9.00, SD= 4.61) interventions being equivalent (p = .992, Bayes Factor =

0.299).

Questionnaire Analysis

The questionnaire analysis assessed how self-reported experience matched up with

intervention - e.g., did the relaxation intervention report feeling relaxed. Three 1 x 4 ANOVAs

were run with the responses to questions 7, 8 and 10 as the dependant variable. Firstly, a main

effect of intervention was found on how aware of environment individuals felt (F(3, 92) = 12.17,

p < .001; η² = 0.29), with mindfulness participants feeling more aware than all the others (see

Table 2). Secondly, a main effect of intervention on how relaxed individuals felt was found (F(3,

92) = 3.22, p = .026; η² = 0.099). A post-hoc analysis showed mindfulness (M= 6.74, SD= 1.91)

and meditation (M= 5.04, SD= 1.63) significantly differed but none of the other conditions (see

Table 3). Finally, the interventions did not differ on “How Focused” they made individuals feel

(F(3, 92) = 1.15, p = .334, η² = 0.038).

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Chapter III

Methodology

In this chapter, the methods and procedure of the study will be discussed. The research

design which the researchers used, the participants involved in the study and the sampling

technique used, the research instruments used, the procedures in gathering data, and the

statistical treatment used in interpreting the data.

Research Method

The correlational design will be used in this study. Correlational research is concerned

with establishing relationships between two or more variables in the same population or

between the same variables in two populations (Leedy and Ormrod, 2010). Understanding the

associations and relationships that exist among ‘human phenomena is an abiding impetus for

scientific enquiry in all of the social science disciplines, and that impetus transcends even the

most polarized paradigmatic distinctions between research methods’ (Fitzgerald et al 2004).

The researchers’ main concern is to know if there is an association between mindfulness, self-

control, and resilience. Also, the quantitative research method will be used, as the data from the

respondents through survey questionnaires is on numerical form.

Respondents of the Study

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

In this study, the researchers selected two-hundred fifty (250) 3 rd year students enrolled

in school year 2018-2019 from Pamantasan ng Lungsod ng Muntinlupa.

The participants will be given set of questionnaires to measure their mindfulness, self-

control, and resilience.

Sampling Technique

The researchers will use the stratified random sampling. It is a form of probability

sampling. To stratify means to classify or to separate people into groups according to some

characteristics. In the present study, participants will be classified or grouped according to their

age, sexuality, and college department (CAS, CBA, CCJ, CITCS, CTE).

Research Instruments

The following instruments will be used in conducting the research:

1. The Mindful Attention Awareness Scale (MAAS: Brown & Ryan 2003) – this

instrument assess the general tendency to be attentive to or to be aware of present-

moment experiences in everyday life. It is a 15-item instrument that describes

characteristics that are inconsistent with mindfulness, such as acting on autopilot, being

preoccupied, and not paying attention to the present moment. Ratings are then reversed

so that high scores represent high levels of mindfulness. The MAAS has been validated

in various populations: Swedish (Hansen et al., 2009), German (Michalak et al., 2008),

French (Jermann et al., 2009), Italian (Rabitti et al., 2013), Spanish (Soler et al., 2012),

Turkish (Catak, 2012), American (Mackillop and Anderson, 2007), African American

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COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

(Morfan et al., 2014), and Argentine (Montes et al., 2013). In asia, it has been validated

in China (Deng et al., 2012), Taiwan (Chang et al., 2011), and Africa (Levy et al., 2012).

2. Self-control Scale (SCS: Tangney, Baumeister, and Boone 2004) – this is designed

to capture differences in general self-control as expressed through control over thoughts,

impulse control, emotional control, habit breaking, and performance regulation. SCS is a

36-item scale, scored on a 5-point scale where 1= not at all, 5= very much. Items are

coded such that higher scores indicated greater ability to exercise self-control.’

Validity & Reliability: Mean scores (standard deviations) for the SCS were 114.47

(18.81) and 102.66 (18.19) for studies 1 and 2, while the same estimates for the BSCS

were 39.22 (8.58) and 39.85 (8.61). As such, it appears that responses lean toward

demonstrating higher self-control. Coefficient alphas in Study 1 were 0.89 for the SCS

and 0.83 for the BSCS. Test-retest reliability in Study 2 was 0.89 for the SCS and 0.87

for the BSCS. Relationship between SCS and a wide range of other constructs was

examined, including social desirability, eating disorders, alcoholism, impulse control,

psychological adjustment, interpersonal relationship, moral emotions, and a number of

personality traits. The potential for socially desirable responding was somewhat strong,

therefore all analysis of relationship was conducted after partially our effects. Higher

SCS scores are correlated with a higher grade point average, better adjustments, less

binge eating and alcohol abuse, better relationship and interpersonal skills, secure

attachment and more optimal emotional response.

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

3. Brief Resilience Scale (BRS: Smith et al., 2008) – is a self-rating questionnaire aimed

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COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

at measuring an individual’s ability to bounce back from stress. This instrument consists

of six items, three positively worded items, and three negatively worded items. All six

relate to the individual’s ability to bounce back from adversity.

Validity & Reliability: The BRS showed adequate internal consistency (a=.83). Test-

retest was conducted in the group of parents of critically ill children. Pearson’s T0-TI

correlation was .636, TI-T2 was .755, and T0-T2 was .665 (p<.001 for all correlations).

The ICC was calculated for the 143 parents that completed the three assessments and

has a value of .69 (95% CI=.62 to .76). Correlations between the BRS scores and the

rest of related measures are included. The correlation is positive and significant (p<.001)

with other resilience measures, positive emotion, problem centered coping, sense of

mastery, sense of relatedness and emotional reactivity, and negative with stress,

negative emotion and emotion centered coping. Thus, we can conclude that the

questionnaire has adequate convergent and concurrent evidence of validity. Scoring:

add the responses varying 1-5 for all six items giving a range from 6-30. Divide the total

sum by the total number of questions answered. Interpretation of Scores 1.00 to 2.99

Low Resilience, 3.00 to 4.30 Normal Resilience, 4.31 to 5.00 High Resilience.

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 PAMANTASAN NG LUNGSOD NG MUNTINLUPA
COLLEGE OF ARTS AND SCIENCE
DEPARTMENT OF PSYCHOLOGY

Data Gathering & Procedure

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