The effect of an online mindfulness intervention on metacognitive regulatory processes and their association with phenomenological autobiographical memory components

Djabaeva, Rachel (2016) The effect of an online mindfulness intervention on metacognitive regulatory processes and their association with phenomenological autobiographical memory components. Manchester Metropolitan University. (Unpublished)

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Abstract

Identifying regulatory discrepancies can assist in distinguishing underlying difficulties in clinical affective disorders. The current research looked at the effect of a short online mindfulness intervention on metacognitive regulatory processes; reappraisal, suppression and rumination by comparing a mindfulness intervention group with a control group pre and post intervention. In addition, associations between those processes and phenomenological properties of autobiographical memory (AM) were examined between groups at post intervention. Results revealed significant differences between the groups at post intervention showing mindfulness had increased reappraisal and reduced rumination but had no effect on suppression. Significant associations were observed between metacognitive regulatory processes and AM components; reappraisal with linguistic, suppression with rehearsal and accuracy, and finally, rumination with remembering, linguistic and accuracy. These findings support the metacognitive model (Nelson & Naren, 1990) and link to the source monitoring framework (Johnson, 1988; Johnson, Hashtroudi & Lindsay, 1993) signifying that emotional experience is transferred through monitoring processes to the meta-level, of which mindfulness enhances through reperceiving and adapting emotion regulation processes. This in turn, adapts patterns in the associations between metacognitive regulatory processes and autobiographical memory properties. The present research provides important implications for guiding future intervention.