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Be aware to be on the square : mindfulness and counterproductive academic behavior

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Abstract
The aim of the present study was to investigate the role of dispositional mindfulness - the capacity to be nonjudgmentally aware of the present moment (Brown & Ryan, 2003) - in counterproductive academic behavior. Apart from investigating the direct relationship between mindfulness and counterproductive behavior, we tested the moderating role of established personality dimensions (conscientiousness and honesty-humility) in the relationship between mindfulness and counterproductive academic behavior. Two hundred eighty-one graduate students completed a trait mindfulness measure and a personality inventory based on the HEXACO model, followed by self-ratings of counterproductive academic behavior after a three-month time lag. Hierarchical regression analyses revealed that mindfulness, conscientiousness, and honesty-humility were negatively related to counterproductive academic behavior. As hypothesized, conscientiousness and honesty-humility moderated the relationship between mindfulness and counterproductive behavior, such that the mindfulness-counterproductive behavior relationship was stronger for students low on conscientiousness and on honesty-humility. These findings add to previous findings on the positive effects of mindfulness for students by demonstrating that it also benefits professional academic behavior. (C) 2015 Elsevier Ltd. All rights reserved.
Keywords
MODERATED MULTIPLE-REGRESSION, PERSONALITY DIMENSIONS, EMOTION, REGULATION, STRESS REDUCTION, WORK BEHAVIOR, METAANALYSIS, HEXACO, CITIZENSHIP, PREDICTORS, UNIVERSITY, Mindfulness, Counterproductive academic behavior, HEXACO model of, personality

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MLA
Schwager, Inge TL, Ute R Hulsheger, and Jonas Lang. “Be Aware to Be on the Square : Mindfulness and Counterproductive Academic Behavior.” PERSONALITY AND INDIVIDUAL DIFFERENCES 93 (2016): 74–79. Print.
APA
Schwager, I. T., Hulsheger, U. R., & Lang, J. (2016). Be aware to be on the square : mindfulness and counterproductive academic behavior. PERSONALITY AND INDIVIDUAL DIFFERENCES, 93, 74–79.
Chicago author-date
Schwager, Inge TL, Ute R Hulsheger, and Jonas Lang. 2016. “Be Aware to Be on the Square : Mindfulness and Counterproductive Academic Behavior.” Personality and Individual Differences 93: 74–79.
Chicago author-date (all authors)
Schwager, Inge TL, Ute R Hulsheger, and Jonas Lang. 2016. “Be Aware to Be on the Square : Mindfulness and Counterproductive Academic Behavior.” Personality and Individual Differences 93: 74–79.
Vancouver
1.
Schwager IT, Hulsheger UR, Lang J. Be aware to be on the square : mindfulness and counterproductive academic behavior. PERSONALITY AND INDIVIDUAL DIFFERENCES. Oxford: Pergamon-elsevier Science Ltd; 2016;93:74–9.
IEEE
[1]
I. T. Schwager, U. R. Hulsheger, and J. Lang, “Be aware to be on the square : mindfulness and counterproductive academic behavior,” PERSONALITY AND INDIVIDUAL DIFFERENCES, vol. 93, pp. 74–79, 2016.
@article{8511306,
  abstract     = {The aim of the present study was to investigate the role of dispositional mindfulness - the capacity to be nonjudgmentally aware of the present moment (Brown & Ryan, 2003) - in counterproductive academic behavior. Apart from investigating the direct relationship between mindfulness and counterproductive behavior, we tested the moderating role of established personality dimensions (conscientiousness and honesty-humility) in the relationship between mindfulness and counterproductive academic behavior. Two hundred eighty-one graduate students completed a trait mindfulness measure and a personality inventory based on the HEXACO model, followed by self-ratings of counterproductive academic behavior after a three-month time lag. Hierarchical regression analyses revealed that mindfulness, conscientiousness, and honesty-humility were negatively related to counterproductive academic behavior. As hypothesized, conscientiousness and honesty-humility moderated the relationship between mindfulness and counterproductive behavior, such that the mindfulness-counterproductive behavior relationship was stronger for students low on conscientiousness and on honesty-humility. These findings add to previous findings on the positive effects of mindfulness for students by demonstrating that it also benefits professional academic behavior. (C) 2015 Elsevier Ltd. All rights reserved.},
  author       = {Schwager, Inge TL and Hulsheger, Ute R and Lang, Jonas},
  issn         = {0191-8869},
  journal      = {PERSONALITY AND INDIVIDUAL DIFFERENCES},
  keywords     = {MODERATED MULTIPLE-REGRESSION,PERSONALITY DIMENSIONS,EMOTION,REGULATION,STRESS REDUCTION,WORK BEHAVIOR,METAANALYSIS,HEXACO,CITIZENSHIP,PREDICTORS,UNIVERSITY,Mindfulness,Counterproductive academic behavior,HEXACO model of,personality},
  language     = {eng},
  pages        = {74--79},
  publisher    = {Pergamon-elsevier Science Ltd},
  title        = {Be aware to be on the square : mindfulness and counterproductive academic behavior},
  url          = {http://dx.doi.org/10.1016/j.paid.2015.08.043},
  volume       = {93},
  year         = {2016},
}

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