Previous research on mindful meditation (MM) has not sufficiently examined the efficacy of guided MM on perceived stress, role conflict, and other constructs using a cell phone mobile application. Stress and role conflict are experienced by a significant proportion of the public and have substantial negative consequences on mental and physical health (Lupien, McEwen, Gunnar, & Heir, 2009; Byron, 2005).Stress and role conflict can be lessened through mindful meditation (Spijkerman, Pots, & Bohlmeijer, 2016; Michel, Bosch, & Rexroth, 2014). The current research examined the effectiveness of guided mindful meditation compared to a music-listening control group on four stress-related variables: mindfulness, perceived stress, work-family-school conflict, and resilience. Contrary to expectation, both the mindful meditation group (n = 22) and music-listening group (n= 32) improved in mindfulness and perceived stress over time. Yet, the mindful meditation group did not improve significantly more than the music-listening group for any of the aforementioned dependent variables. There were no significant effects of mindful meditation or music listening on work-family-school conflict or resilience. Implications from these findings are discussed in light of their potential applications.
","abstract_html":"<p>Previous research on mindful meditation (MM) has not sufficiently examined the efficacy of guided MM on perceived stress, role conflict, and other constructs using a cell phone mobile application. Stress and role conflict are experienced by a significant proportion of the public and have substantial negative consequences on mental and physical health (Lupien, McEwen, Gunnar, & Heir, 2009; Byron, 2005).Stress and role conflict can be lessened through mindful meditation (Spijkerman, Pots, & Bohlmeijer, 2016; Michel, Bosch, & Rexroth, 2014). The current research examined the effectiveness of guided mindful meditation compared to a music-listening control group on four stress-related variables: mindfulness, perceived stress, work-family-school conflict, and resilience. Contrary to expectation, both the mindful meditation group (<em>n </em>= 22) and music-listening group (<em>n</em>= 32) improved in mindfulness and perceived stress over time. Yet, the mindful meditation group did not improve significantly more than the music-listening group for any of the aforementioned dependent variables. There were no significant effects of mindful meditation or music listening on work-family-school conflict or resilience. Implications from these findings are discussed in light of their potential applications.</p>","abstract_has_math":false,"creators":["Kunz, James"],"institution":null,"degree_name":"Master of Arts - Psychology","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dr. Lora Jacobi","Dr. Sylvia Middlebrook","Dr. Catherine Pearte"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-16T07:00:00Z","date_published":"2018-05-16T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["mindful meditation","perceived stress","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/196","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lora Jacobi","Dr. Sylvia Middlebrook","Dr. Catherine Pearte"]},{"key":"dc:creator","label":"Author","values":["Kunz, James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts - Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mindful meditation","perceived stress","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/196"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous research on mindful meditation (MM) has not sufficiently examined the efficacy of guided MM on perceived stress, role conflict, and other constructs using a cell phone mobile application. Stress and role conflict are experienced by a significant proportion of the public and have substantial negative consequences on mental and physical health (Lupien, McEwen, Gunnar, & Heir, 2009; Byron, 2005).Stress and role conflict can be lessened through mindful meditation (Spijkerman, Pots, & Bohlmeijer, 2016; Michel, Bosch, & Rexroth, 2014). The current research examined the effectiveness of guided mindful meditation compared to a music-listening control group on four stress-related variables: mindfulness, perceived stress, work-family-school conflict, and resilience. Contrary to expectation, both the mindful meditation group (n = 22) and music-listening group (n= 32) improved in mindfulness and perceived stress over time. Yet, the mindful meditation group did not improve significantly more than the music-listening group for any of the aforementioned dependent variables. There were no significant effects of mindful meditation or music listening on work-family-school conflict or resilience. Implications from these findings are discussed in light of their potential applications.
"]},{"key":"dc:title","label":"Title","values":["THE EFFECTS OF MINDFUL MEDITATION ON STRESS, RESILIENCE, AND WORK-FAMILY-SCHOOL CONFLICT"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lora Jacobi","Dr. Sylvia Middlebrook","Dr. Catherine Pearte"],"dc:creator":["Kunz, James"],"dc:date.available":["2018-05-16T07:00:00Z"],"dc:description.abstract":["Previous research on mindful meditation (MM) has not sufficiently examined the efficacy of guided MM on perceived stress, role conflict, and other constructs using a cell phone mobile application. Stress and role conflict are experienced by a significant proportion of the public and have substantial negative consequences on mental and physical health (Lupien, McEwen, Gunnar, & Heir, 2009; Byron, 2005).Stress and role conflict can be lessened through mindful meditation (Spijkerman, Pots, & Bohlmeijer, 2016; Michel, Bosch, & Rexroth, 2014). The current research examined the effectiveness of guided mindful meditation compared to a music-listening control group on four stress-related variables: mindfulness, perceived stress, work-family-school conflict, and resilience. Contrary to expectation, both the mindful meditation group (n = 22) and music-listening group (n= 32) improved in mindfulness and perceived stress over time. Yet, the mindful meditation group did not improve significantly more than the music-listening group for any of the aforementioned dependent variables. There were no significant effects of mindful meditation or music listening on work-family-school conflict or resilience. Implications from these findings are discussed in light of their potential applications.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/196"],"dc:subject":["mindful meditation","perceived stress","Social and Behavioral Sciences"],"dc:title":["THE EFFECTS OF MINDFUL MEDITATION ON STRESS, RESILIENCE, AND WORK-FAMILY-SCHOOL CONFLICT"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts - Psychology"]},"updated_at":"2026-07-24T04:30:15Z"}