The effects of short interventions of focused-attention vs. self-compassion mindfulness meditation on undergraduate students: Evidence from self-report, classroom performance, and ERPs

Mindfulness-based stress reduction (MBSR) training has been shown to improve cognitive processing, wellbeing, and academic performance. However, mindfulness interventions that are integrated into non-mindfulness related courses have not been well-investigated. Further, the unique effects of different aspects of MBSR training are not as well understood. This paper examines the effects that are uniquely associated with focused-attention versus self-compassion mindfulness practices utilizing a multi-method approach. Event-related potentials (ERPs) were recorded during an Emotional Flanker task, and self-report measures of wellbeing and measures of classroom performance were collected before and after training. Participants were students in two sections of the same undergraduate course and either completed 10 weeks of focused-attention practice or self-compassion practice that was built into their class sessions. Students in the focused-attention group (mean age = 22.08) had reduced interference effects on their reaction times following the training. Students in the self-compassion group (mean age = 23.91) showed altered processing of conflict on negative trials via the N2 and P3 ERP amplitudes after the training. This group also reported significant improvements in wellbeing and performed significantly better on more class tests compared to the focused-attention group. These data support the effectiveness of incorporating brief, simplified mindfulness practices in any classroom as an intervention to improve attention, wellbeing and classroom performance.

A motivational approach to perfectionism and striving for excellence: Development of a new continuum-based scale for post-secondary students

Perfectionism has been the object of many disputes. One such debate pertains to the nature of perfectionistic strivings. Whereas perfectionistic concerns (PC) have been shown to correlate with negative outcomes, perfectionistic strivings (PS) have been associated with mixed outcomes. This view of perfectionism assumes a motivational perspective; however, commonly used questionnaires assess motivation only implicitly. To create a more explicit measure of motivation as regard perfectionism, we aimed to assess perfectionism in post-secondary education based on Deci and Ryan's self-determination continuum. We posit that introjected motivation represents the variance common to both dimensions of perfectionism. External motivation is considered to be specific to PC and identified motivation to PS. Amotivation represents a lack of meaningful striving. Intrinsic motivation, lacking perfectionism's pressure, is conceptualized to be a self-determined form of striving for excellence. We further posited that this continuum is implicitly underlain by a continuum of self-definition as defined by Blatt. The resulting questionnaire showed an adequate structure with ESEM, followed a simplex structure, and had adequate reliabilities (Study 1a/Study 2). It also showed adequate convergent validity (Study 1b/Study 2). Finally, the questionnaire proved to be invariant over a 6-week period (Study 2). Results suggest that the degree of active goal pursuit, in addition to standards setting, could be a distinguishing characteristic between dimensions of perfectionism as well as striving for excellence.

Cumulative cortisol exposure increases during the academic term: Links to performance-related and social-evaluative stressors

OBJECTIVE

To examine whether cumulative cortisol production changes during a period of increased demands when cortisol and stress are assessed concurrently. The study also compared stress perceptions vs. cumulative stressful events on their respective association with cortisol output. Finally, it explored whether certain types of stressful events, those involving school/job performance or social-evaluative threat, were linked to cortisol levels across multiple weeks.

METHOD

The current study assessed cumulative cortisol production via hair sample in 56 undergraduates (88 % female) during both lower stress (summer break) and higher stress (academic term) periods. During the latter, both negative events (checklist) and stress perceptions were assessed weekly, and these reports were aggregated across the 10-weeks to minimize retrospective bias.

RESULTS

Cortisol levels in hair samples were significantly higher (d = 0.84) during the academic term (M = 14.24 pg/mg, SD = 11.36) compared to summer break (M = 8.00 pg/mg, SD = 4.14), suggesting greater cumulative exposure to cortisol. Although perceived stress was not associated with cortisol levels (r_partial(53) = .10, p = 0.46), exposure to more stressful events (r_partial(53) = .27, p = 0.047), particularly events involving academic demands (r_partial(53) = .37, p = 0.006), or negative evaluation/social rejection (r_partial(53) = .27, p = 0.045), was positively associated with cumulative cortisol exposure.

CONCLUSIONS

This study demonstrates that cortisol levels in hair may be linked to cumulative exposure to stressors when measured concurrently (3 months), and that stressful events, rather than perceptions, are reflected in HPA axis activity. Real-world stressors involving performance demands and social-evaluative threat accumulate to enhance cortisol production, consistent with their acute HPA effects in the lab. Hair samples may provide a window into the past by allowing researchers to feasibly assess cortisol production before, during, and after the onset of a chronic stressor.

Perfectionism in Adolescents: Self-Critical Perfectionism as a Predictor of Depressive Symptoms Across the School Year

Introduction: The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year.

Methods: High-school students (N = 174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year.

Results: Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health.

Discussion: Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

Perfectionistic Concerns, Social Negativity, and Subjective Well-Being: A Test of the Social Disconnection Model

Partner-specific perfectionistic concerns (PC) include concern over mistakes, self-criticism, and socially prescribed perfectionism as it pertains to one's partner. The social disconnection model proposes that PC influences well-being indirectly through interpersonal problems. Thus, we hypothesized that social negativity (expressed anger, hostility, and rejection) would mediate the relationship between dyadic PC and subjective well-being. Data from 203 romantic dyads (92.1% heterosexual) were collected using self-report surveys and a four-wave, 4-week longitudinal design. Participants were predominantly female (53.1%), young (M = 22.69 years), and Caucasian (82.3%). Data were analyzed using an actor-partner interdependence model with multilevel structural equation modeling. There were significant actor effects at the between-subjects and within-subjects levels, and significant partner effects for the relationship between PC and social negativity at the within-subject level. Social negativity mediated the relationships between PC and both negative affect and life satisfaction. However, positive affect was more weakly related to PC and social negativity. The social disconnection model was supported. PC was positively associated with one's own social negativity and evoked hostile behaviors from one's partner. Hostile, rejecting behaviors reduced the well-being of the actor, but not the partner. Results suggest perfectionism may be best understood within an interpersonal context.