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Description
The population of older adults and the percentage of people living in urban areas are both increasing in the U.S. Finding ways to enhance city-dwelling, older adults' social integration, cognitive vitality, and connectedness to nature were conceptualized as critical pathways to maximizing their subjective well-being (SWB) and overall health. Past research has found that gardening is associated with increased social contact and reduced risk of dementia, and that higher levels of social support, cognitive functioning, mindfulness, and connectedness to nature are positively related to various aspects of SWB. The present study was a pilot study to examine the feasibility of conducting a randomized, controlled trial of community gardening and to provide an initial assessment of a new intervention--"Mindful Community Gardening," or mindfulness training in the context of gardening. In addition, this study examined whether community gardening, with or without mindfulness training, enhanced SWB among older adults and increased social support, attention and mindfulness, and connectedness to nature. Fifty community-dwelling adults between the ages of 55 and 79 were randomly assigned to one of three groups: Traditional Community Gardening (TCG), Mindful Community Gardening (MCG), or Wait-List Control. The TCG and MCG arms each consisted of two groups of 7 to 10 participants meeting weekly for nine weeks. TCG involved typical gardening activities undertaken collaboratively. MCG involved the same, but with the addition of guided development of non-judgmental, present-focused awareness. There was a statistically significant increase in different aspects of mindfulness for the TCG and the MCG arms. The interventions did not measurably impact social support, attention, or connectedness to nature in this small, high functioning, pilot sample. Qualitative analysis of interview data from 12 participants in the TCG and MCG groups revealed that both groups helped some participants to better cope with adversity. It was concluded that it is feasible to conduct randomized, controlled trials of community gardening with urban older adults, and considerations for implementing such interventions are delineated.
ContributorsOkvat, Heather Audrey (Author) / Zautra, Alex J. (Thesis advisor) / Davis, Mary C. (Committee member) / Knopf, Richard C. (Committee member) / Okun, Morris A. (Committee member) / Arizona State University (Publisher)
Created2011
Description
The present study examined the association of pain intensity and goal progress in a community sample of 132 adults with chronic pain who participated in a 21 day diary study. Multilevel modeling was employed to investigate the effect of morning pain intensity on evening goal progress as mediated by pain's interference with afternoon goal pursuit. Moderation effects of pain acceptance and pain catastrophizing on the associations between pain and interference with both work and lifestyle goal pursuit were also tested. The results showed that the relationship between morning pain and pain's interference with work goal pursuit in the afternoon was significantly moderated by a pain acceptance. In addition, it was found that the mediated effect differed across levels of pain acceptance; that is: (1) there was a significant mediation effect when pain acceptance was at its mean and one standard deviation below the mean; but (2) there was no mediation effect when pain acceptance was one standard deviation above the mean. It appears that high pain acceptance significantly attenuates the power of nociception in disrupting one's work goal pursuit. However, in the lifestyle goal model, none of the moderators were significant nor was there a significant association between pain interference with goal pursuit and goal progress. Only morning pain intensity significantly predicted afternoon interference with lifestyle goal pursuit. Further interpretation of the present findings and potential explanations of those inconsistencies are elaborated on discussion. Limitations and the clinical implication of the current study were considered, along with suggestions for future studies.
ContributorsMun, Chung Jung (Author) / Karoly, Paul (Thesis advisor) / Okun, Morris A. (Committee member) / Enders, Craig K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
First-generation college students, for whom neither parent has a bachelor's degree, are at an increased risk for dropping out of college compared with their continuing-generation counterparts. This research aims to examine whether varying perceptions of the future may contribute to these differences; specifically, whether presentations of future opportunities with and without a college degree impact academic motivation and performance, and whether this relationship holds for people from different college generation status backgrounds. Additionally, the study explores whether the effect is consistent with regulatory focus profiles--whether someone is motivated to avoid negative outcomes (e.g., prevention orientation) or attain positive outcomes (e.g., promotion orientation). Prevention oriented first-generation students were expected to have increased motivation and performance when asked to contrast the future with and without a college degree, whereas promotion oriented continuing-generation students were expected to have increased motivation and performance by merely thinking about the future with a college degree. Participants consisted of 330 undergraduates from an introductory psychology course. Participants were randomly assigned to presentations of future opportunities with a degree, with and without a degree, or a no-prime control condition. Motivation and performance were assessed using academic motivation and delay of gratification scales and a short anagram task. The proposed hypotheses were not supported; however, important findings emerged from exploratory analysis. First- and continuing-generation college students perceived future opportunities with a college degree similarly, meaning that both first- and continuing-generation students believed that a degree would endow opportunities. Additionally, belief in future opportunities significantly predicted academic motivation, delay of gratification, and anagram performance; thus, belief in future opportunities is a determinant of academic motivation and performance. Finally, first-generation students' performance varied by belief that a college degree would create future opportunities. Therefore, future interventions to increase performance and retention among first-generation students should emphasize the value of a college degree for future success. This research has implications for the understanding of college generation status, academic motivation, and performance.
ContributorsHerrmann, Sarah D (Author) / Kwan, Virginia S.Y. (Thesis advisor) / Okun, Morris A. (Committee member) / Saenz, Delia S. (Committee member) / Arizona State University (Publisher)
Created2014