Open Access
ARTICLE
Self-Compassion as a Mediator in the Effect of Dispositional Mindfulness on Anxiety and Aggressiveness in College Students with Left-Behind Experience
Si Yu1, Chunyang Zhang2, Yijun Lin1, Qian Zhang3, Wei Xu1,*
1 Faculty of Psychology, Beijing Normal University, Beijing, 100875, China
2 Chongqing Vocational College of Transportation, Chongqing, 402247, China
3 University of Leeds, Leeds, LS2 9JT, UK
* Corresponding Author: Wei Xu. Email:
International Journal of Mental Health Promotion 2020, 22(2), 71-81. https://doi.org/10.32604/IJMHP.2020.011194
Received 25 April 2020; Accepted 04 June 2020; Issue published 16 June 2020
Abstract
Few studies have comprehensively explored the mechanism of the
association between dispositional mindfulness and the process of internalization
and externalization. Given that dispositional mindfulness can enhance the level of
self-acceptance, the present study investigated the role of self-compassion in the
effect of dispositional mindfulness on anxiety and aggressiveness among college
students with left-behind experience (LBE). A total of 385 Chinese college
students with LBE reported their level of dispositional mindfulness, anxiety
symptoms, aggressiveness, and self-compassion. Dispositional mindfulness was
negatively associated with anxiety and aggressiveness after controlling for gender,
age, and whether they are the only child in family. Additionally, self-compassion
partially mediated the link between dispositional mindfulness and anxiety, but it
didn’t mediate the link between dispositional mindfulness and aggressiveness. The
findings highlight the importance of dispositional mindfulness and selfcompassion on reducing internalizing and externalizing problems of college
students with left-behind experience and also provide coping strategies for the
intervention of this special group.
Keywords
Cite This Article
Yu, S., Zhang, C., Lin, Y., Zhang, Q., Xu, W. (2020). Self-Compassion as a Mediator in the Effect of Dispositional Mindfulness on Anxiety and Aggressiveness in College Students with Left-Behind Experience.
International Journal of Mental Health Promotion, 22(2), 71–81. https://doi.org/10.32604/IJMHP.2020.011194
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