Title
Dispositional mindfulness, perceived social support, and academic motivation: Exploring differences between Dutch and American students
Abstract
Multiple countries have examined dispositional mindfulness, perceived social support, and psychological well-being within their own populations. However, no cross-cultural comparisons of these constructs have been pursued. The present study aimed to address this gap by analyzing these variables across two countries. University students from the Netherlands and the midwestern United States completed a survey, which assessed their perceived social support, their mindfulness awareness, and their basic psychological needs (i.e., autonomy, relatedness, and competence). Results indicated that Dutch students endorsed higher levels of dispositional mindfulness and basic psychological needs than midwestern American students. A connection between mindfulness levels and perceived parental support appeared in both cultures. Limitations of this study and future research areas are discussed.
Department(s)
Psychology
Document Type
Article
DOI
https://doi.org/10.1016/j.newideapsych.2019.05.003
Keywords
mindfulness, cross-cultural, social support, autonomy, competence, relatedness
Publication Date
7-3-2019
Recommended Citation
Gordon, Austin, Adena Young-Jones, Shannon Hayden, Sophie Fursa, and Bailey Hart. "Dispositional mindfulness, perceived social support, and academic motivation: Exploring differences between Dutch and American students." New Ideas in Psychology 56 (2020): 100744.
Journal Title
New Ideas in Psychology
