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ERIC Number: EJ1086787
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1932-5037
The Role of Perceived Stress and Health Beliefs on College Students' Intentions to Practice Mindfulness Meditation
Rizer, Carol Ann; Fagan, Mary Helen; Kilmon, Carol; Rath, Linda
American Journal of Health Education, v47 n1 p24-31 2016
Background: Understanding why individuals decide to participate in mindfulness-based practices can aid in the development of effective health promotion outreach efforts. Purpose: This study investigated the role of health beliefs and perceived stress on the intention to practice mindfulness meditation among undergraduate college students. Methods: Undergraduate college students (N = 101) completed a survey that assessed their perceived stress, health beliefs, and intentions to practice mindfulness meditation. Results: The perceived benefits of mindfulness practice were positively related to intention to practice mindfulness meditation. Perceived stress was positively related to perceived severity and susceptibility to a stress-related problem. Intention to practice mindfulness meditation was positively related to intention to participate in mindfulness training in 3 different formats. Discussion: These findings suggest that it may be important to communicate the perceived benefits of mindfulness-based practices, as opposed to the threat of future stress-related problems, when developing health promotion messages and interventions among college students, a relatively young and healthy population. Translation to Health Education Practice: Developing health education and intervention approaches that are effective in encouraging college students to explore potentially beneficial practices, such as mindfulness meditation, may help them develop habits that can provide lifelong health benefits.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A