TY  - JOUR
PY  - 2022//
TI  - Does self-esteem mediate the association between perfectionism and mindfulness among Lebanese university students?
JO  - BMC psychology
A1  - Awad, Emmanuelle
A1  - Hallit, Souheil
A1  - Obeid, Sahar
SP  - e256
EP  - e256
VL  - 10
IS  - 1
N2  - OBJECTIVES: To evaluate the associations between mindfulness, self-esteem and perfectionism in a Lebanese sample of university students, as well as the indirect effect of self-esteem between mindfulness and perfectionism was investigated. <br><br>METHODS: This cross-sectional study was carried out between July and September 2021. A total of 363 university students were recruited through convenience sampling through several universities in Lebanon's governorates. An online survey that included a part that collected sociodemographic information, the Freiburg Mindfulness Inventory to assess mindfulness, the Rosenberg Self-Esteem Scale to assess self-esteem and the Big Three Perfectionism Scale to assess perfectionism was completed by participants. <br><br>RESULTS: Higher self-esteem (Beta = 1.30) was significantly associated with more mindfulness, whereas higher self-critical perfectionism (Beta = - 0.61) was significantly associated with less mindfulness. Self-esteem mediated the association between self-critical and narcissistic perfectionism and mindfulness. More perfectionism was significantly and directly associated with less mindfulness and lower self-esteem, whereas higher self-esteem was significantly associated with more mindfulness. <br><br>CONCLUSION: This study provides valuable findings that enable practitioners to effectively identify people needing interventions to improve psychological health through mindfulness, self-esteem and perfectionism. The conclusions that can be deduced from this study can help educational psychologists and counselors guide university students towards effective mindfulness practices that can increase self-esteem levels and balance maladaptive perfectionism that can cause distress and impairment in the social and academic settings.<p />  <p>Language: en</p>
LA  - en
SN  - 2050-7283
UR  - http://dx.doi.org/10.1186/s40359-022-00964-9
ID  - ref1
ER  -