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. 2010 Mar-Apr;58(5):433-42.
doi: 10.1080/07448480903540481.

Developing mindfulness in college students through movement-based courses: effects on self-regulatory self-efficacy, mood, stress, and sleep quality

Karen Caldwell  1 , Mandy Harrison, Marianne Adams, Rebecca H Quin, Jeffrey Greeson
Affiliations

Developing mindfulness in college students through movement-based courses: effects on self-regulatory self-efficacy, mood, stress, and sleep quality

Karen Caldwell et al. J Am Coll Health. 2010 Mar-Apr.

Abstract

Objective: This study examined whether mindfulness increased through participation in movement-based courses and whether changes in self-regulatory self-efficacy, mood, and perceived stress mediated the relationship between increased mindfulness and better sleep.

Participants: 166 college students enrolled in the 2007-2008 academic year in 15 week classes in Pilates, Taiji quan, or GYROKINESIS.

Methods: At beginning, middle, and end of the semester, participants completed measures of mindfulness, self-regulatory self-efficacy, mood, perceived stress, and sleep quality.

Results: Total mindfulness scores and mindfulness subscales increased overall. Greater changes in mindfulness were directly related to better sleep quality at the end of the semester after adjusting for sleep disturbance at the beginning. Tiredness, Negative Arousal, Relaxation, and Perceived Stress mediated the effect of increased mindfulness on improved sleep.

Conclusions: Movement-based courses can increase mindfulness. Increased mindfulness accounts for changes in mood and perceived stress, which explain, in part, improved sleep quality.

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Figures

Figure 1
Figure 1
Changes in Self-Regulatory Self-Efficacy, Mood, and Perceived Stress as Mediators of the Relationship between Change in Mindfulness and Improved Sleep Quality Notes: Numbers are standardized regression coefficients (ßs) from multivariable path models run using structural equation modeling (SEM). Post PSQI represents residualized change in sleep quality at the end of the semester, adjusting for sleep quality at the beginning of the semester. aStandardized coefficient (ß) for the univariate regression of end-of-semester sleep quality on change in total mindfulness score, bp<.10, *p<= .05, nsp>.10 (non-significant).
Figure 1
Figure 1
Changes in Self-Regulatory Self-Efficacy, Mood, and Perceived Stress as Mediators of the Relationship between Change in Mindfulness and Improved Sleep Quality Notes: Numbers are standardized regression coefficients (ßs) from multivariable path models run using structural equation modeling (SEM). Post PSQI represents residualized change in sleep quality at the end of the semester, adjusting for sleep quality at the beginning of the semester. aStandardized coefficient (ß) for the univariate regression of end-of-semester sleep quality on change in total mindfulness score, bp<.10, *p<= .05, nsp>.10 (non-significant).
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