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Related Experiment Video

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Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory

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Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?

Maya J Schroevers¹, Rob Brandsma

¹Department of Health Psychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands. m.j.schroevers@med.umcg.nl

British Journal of Psychology (London, England : 1953)

|March 31, 2009

Summary

This study shows that learning mindfulness aspects during cognitive therapy significantly reduces negative emotions and boosts positive emotions. These findings highlight the specific benefits of mindfulness for psychological well-being.

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Area of Science:

Psychology
Clinical Psychology
Mindfulness Research

Background:

Mindfulness-based interventions (MBIs) are increasingly popular for improving well-being.
Empirical evidence supports MBIs' positive effects, but the specific mechanisms require further investigation.
Research is needed to confirm if observed benefits are directly linked to learning mindfulness skills.

Purpose of the Study:

To investigate the relationship between changes in core mindfulness aspects and affect (positive and negative) during an 8-week mindfulness-based cognitive therapy (MBCT) course.
To determine if specific facets of mindfulness learning are differentially associated with changes in positive and negative affect.

Main Methods:

A study involving 64 community participants with mild to moderate psychological issues.
Data collection via self-report questionnaires administered before and after an 8-week MBCT program.
Analysis of changes in five core mindfulness aspects and their association with changes in reported positive and negative affect.

Main Results:

Participants reported significant decreases in negative affect and increases in positive affect post-MBCT.
Significant improvements were observed in four out of five measured aspects of mindfulness.
Changes in mindfulness were significantly correlated with improved affect, with distinct patterns for positive and negative affect.

Conclusions:

Learning distinct aspects of mindfulness is differentially related to improvements in positive affect and reductions in negative affect.
Findings support the hypothesis that specific mindfulness skills contribute to emotional well-being changes.
Further research, including randomized controlled trials with larger samples and longer follow-up, is recommended to validate these results.