Mindful self-care and resilience in first-year undergraduate students

Abstract

Objective

Post-secondary students experience elevated levels of academic stress. The objective of the current study is to examine the relationship between a three factor model of resilience (ie, mastery, emotionality reactivity, and relatedness), mindful self-care and flourishing in first-year undergraduate students.

Participants

A sample (n = 177) of first-year undergraduates were recruited from a large urban university in Alberta during the 2019–2020 academic year.

Method

A multiple regression analysis was utilized to examine whether the three-factor model of resilience and mindful self-care predicted flourishing in undergraduate students.

Results

Self-reported resilience significantly predicted flourishing. Specifically, a sense of mastery and a sense of relatedness was positively associated with flourishing. Additionally, mindful self-care significantly predicted flourishing. Specifically, supportive relationships and supportive structure.

Conclusions

University demands are significant and academic stress reduction interventions should be offered to support students entering post-secondary education.

Keywords:

• Flourishing
• mindful self-care
• resilience
• undergraduate students

Conflicts of interest disclosure

The authors have no potential conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines and received approval from the University of Calgary, Conjoint Faculties Research Ethics Board (CFREB).

Additional information

Funding

No funding was used to support this research and/or the preparation of the manuscript.