Mindfulness and stress among undergraduate students: Examining the mediation roles of self-as-context and cognitive defusion as decentering facets.

Abstract

Objective: This study examines the mediating roles of two facets of decentering - self-as-context and cognitive defusion - in the relationship between mindfulness and stress among undergraduate students. Participants: 204 undergraduate students from a U.S. university participated in the study. Methods: A cross-sectional design was employed, utilizing self-report measures to assess mindfulness, stress, self-as-context, and cognitive defusion. Mediation analyses were conducted to explore indirect pathways between mindfulness and stress through decentering facets. Results: Two major findings are (a) the relationship between mindfulness and stress was mediated by cognitive defusion, and (b) mindfulness influenced stress through a sequential pathway involving self-as-context and cognitive defusion. These results suggest that mindfulness may help stress coping through increased cognitive defusion and self-as-context awareness. Conclusions: This study highlights the distinct mediating roles of decentering facets in the mindfulness-stress relationship. Understanding these mechanisms may inform mindfulness-based interventions aimed at improving stress-coping strategies among undergraduate students.