Dimensions of Emotion Regulation as Mediators of the Relationship Between Emotion Controllability Beliefs With Stress and Well-Being.

Although beliefs about the extent to which emotions are amenable versus immutable to control (i.e., implicit theories of emotion) have been linked to various mental health indices, mediators of this relationship remain unclear.

How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness.

Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g.

The effects of loving-kindness interventions on positive and negative mental health outcomes: A systematic review and meta-analysis.

Loving-kindness meditations involve sending feelings of kindness and care to a series of people including oneself, loved ones, strangers, and all beings. Loving-kindness interventions (LKIs), which include knowledge and/or practice related to loving-kindness, have been gaining attention as a potential intervention for improving mental health in adults. This meta-analysis synthesized the effects of LKIs on both positive (i.

The Role of Mental Health Stigma in University Students' Satisfaction With Web-Based Stress Management Resources: Intervention Study.

Background: University students frequently report elevated levels of stress and mental health difficulties. Thus, the need to build coping capacity on university campuses has been highlighted as critical to mitigating the negative effects of prolonged stress and distress among students. Since the COVID-19 pandemic, web-based stress management resources such as infographics and web-based workshops have been central to supporting university students' mental health and well-being.

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers ( = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures.

Mindfulness-based programs and school adjustment: A systematic review and meta-analysis.

Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience.

A Qualitative Investigation of the Positive and Negative Impacts of the COVID-19 Pandemic on Post-Secondary Students' Mental Health and Well-Being.

Evidence suggests that post-secondary students without pre-existing mental health concerns may have experienced worsening mental health during the COVID-19 pandemic, relative to students with pre-existing mental health concerns. To clarify the psychological impacts of the pandemic, and elucidate why differences may exist among students, 20 interviews were conducted with emerging adults enrolled in university. Using directed content analysis, eight themes were identified: three more common among students with pre-existing mental health concerns, three more common among students without pre-existing mental health concerns, and two shared.

Peer-Presented Versus Mental Health Service Provider-Presented Mental Health Outreach Programs for University Students: Randomized Controlled Trial.

Background: University students are reporting concerning levels of mental health distress and challenges. University mental health service provider initiatives have been shown to be effective in supporting students' mental health, but these services are often resource-intensive. Consequently, new approaches to service delivery, such as web-based and peer support initiatives, have emerged as cost-effective and efficient approaches to support university students.

The good, the bad, and the mixed: Experiences during COVID-19 among an online sample of adults.

Studies have outlined the negative consequences of the COVID-19 pandemic to psychological health. However, the potential within-individual diversity of experiences during COVID-19, and how such experiences relate to indices of psychological distress and COVID-19-specific stressors, remains to be explored. A large online sample of American MTurk Workers (N = 3,731; Mage = 39.

Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation.

Background: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom.

Methods: Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom.

Effectiveness of mindfulness-based coloring for university students' test anxiety.

: This study compared the effectiveness of mindfulness coloring (mandala), free drawing/coloring, and a noncoloring control activity for university students' test anxiety, and assessed the relationship of dispositional mindfulness and response to intervention on mindfulness and test anxiety states. : University students ( = 167; 81.4% female; = 21.