Adverse childhood experiences, mindfulness and happiness in Chinese college students during the COVID-19 pandemic.

The rise of literature on adverse childhood experiences (ACEs) has indicated a strong relationship between ACEs and negative life outcomes, leading to important implications for services to the population. However, less is known about the effects of ACEs on happiness and the role of mindfulness in this relation. This study examined the relationships between ACEs and happiness and whether mindfulness mediated the effects of ACEs on happiness in a sample of Chinese college students. The data were collected from 1871 college students from 12 colleges across China in September 2020. The findings of this study show that ACEs had significant negative effects on students' happiness and that mindfulness helped to substantially reduce the negative effects of ACEs on happiness. Students who experienced emotional neglect and abuse in childhood were affected the most. By contrast, this group is not the primary focus of mindfulness-based interventions in existing literature; thus, this study calls for specific mindfulness-based interventions for this vulnerable population.

Adverse Childhood Experiences and Mindfulness in Chinese College Students During the COVID-19 Pandemic.

Mindfulness has been found to have many positive effects on life outcomes, including mental health and educational achievement. However, less is known about the antecedents of mindfulness, particularly in Chinese college students. This study examines the effect of adverse childhood experiences (ACEs) on mindfulness among Chinese college students in September 2020, during the COVID-19 pandemic. We hypothesized that ACEs negatively affected students' mindfulness. The data were collected from 1,871 college students from 12 colleges across China. The results aligned with our hypothesis that ACEs was negatively associated with mindfulness. In particular, emotional abuse and neglect in childhood appear to have the most negative effects on mindfulness compared to other dimensions of ACEs such as physical abuse and household challenges.

Mindfulness and social-emotional skills in Latino pre-adolescents in the U.S.: The mediating role of executive function.

Latino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth-sixth grades in northern New Jersey (N = 97, Mage  = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents' executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.

Associations between Mindfulness, Executive Function, Social-Emotional Skills, and Quality of Life among Hispanic Children.

Hispanic children constitute the largest ethnic minority in the United States of America, and yet few studies examine the relationship between mindfulness and Hispanic children's quality of life. This 2018 study seeks to gain insight into how mindfulness is associated with Hispanic children's quality of life. We surveyed 96 children in 5th- and 6th-grade classes in three Northern New Jersey elementary schools in 2018. Structure Equation Modeling was used to examine the associations between mindfulness, executive function, social-emotional skills, and quality of life. The results indicate that mindfulness is significantly and directly associated with executive function (ß = 0.53), and that executive function is positively associated with social-emotional skills (ß = 0.54) and quality of life (ß = 0.51) of the sampled Hispanic children. The total effects on quality of life are significant for mindfulness (ß = 0.33), executive function (ß = 0.62), and social-emotional skills (ß = 0.20). The findings shed light upon factors that can affect Hispanic children's quality of life and call for interventions related to these factors in order to improve their well-being.

Mindfulness, Life Skills, Resilience, and Emotional and Behavioral Problems for Gifted Low-Income Adolescents in China.

In contrast to emotional and behavioral problems (EBPs), which can disrupt normal adolescent development, resilience can buffer the effects of stress and adverse childhood experiences and can help youth overcome adversity. While research has looked at the relationship between adolescent resilience and EBPs, current literature relatively lack a discussion of a strengths-based approach of resilience framework, nor discuss non-western sociocultural contexts. In this study, we utilized the resilience theory to examine the effects of individual mindfulness and life skills on resilience and consequently on EBPs in a group of low-income and gifted adolescents in China. A secondary data of 152 adolescents from a specialized school for low-income and gifted students in Guangzhou, China was used for the analysis. The findings from structural equation modeling indicated that mindfulness and life skills were associated with heightened resilience and reduced EBPs. In addition, resilience reduced EBPs for this group of adolescents. These findings underscore the promise of mindfulness and life skills training on increasing resilience and reducing EBPs in gifted adolescents.

Resilience, emotional problems, and behavioural problems of adolescents in China: Roles of mindfulness and life skills.

While emotional and behaviorial problems increase risks to youth development, resilience helps youth adapt and overcome adversity. Research has discussed factors related to youth resilience, emotional problems, and behaviorial problems; however, existing literature excludes non-western sociocultural contexts and has not explored the potential relations among mindfulness and life skills. This study examines the effects of mindfulness and life skills on resilience, emotional problems, and behaviorial problems of adolescents in China. Our data come from a group-administered survey among 60 adolescents from a school for behaviourally delinquent students in Beijing, China, in 2017. The regression results indicate that mindfulness is associated with reduced adolescent emotional and behaviorial problems, whereas life skills are associated with increased resilience. The findings suggest the importance of adolescent interventions that incorporate concepts from both mindfulness and life skills training.