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Article: Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

TitleMindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function
Authors
KeywordsLatino
emotional
ethnic minority
executive function
mindfulness
Issue Date2021
PublisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://www.wiley.com/bw/ads.asp?ref=0966-0410
Citation
Health and Social Care in the Community, 2021, v. 29 n. 4, p. 1010-1018 How to Cite?
AbstractLatino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth–sixth grades in northern New Jersey (N = 97, Mage = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents’ executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/306731
ISSN
2023 Impact Factor: 2.0
2023 SCImago Journal Rankings: 0.830
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLu, S-
dc.contributor.authorHuang, CC-
dc.contributor.authorCheung, SP-
dc.contributor.authorRios, JA-
dc.contributor.authorChen, Y-
dc.date.accessioned2021-10-22T07:38:47Z-
dc.date.available2021-10-22T07:38:47Z-
dc.date.issued2021-
dc.identifier.citationHealth and Social Care in the Community, 2021, v. 29 n. 4, p. 1010-1018-
dc.identifier.issn0966-0410-
dc.identifier.urihttp://hdl.handle.net/10722/306731-
dc.description.abstractLatino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth–sixth grades in northern New Jersey (N = 97, Mage = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents’ executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.-
dc.languageeng-
dc.publisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://www.wiley.com/bw/ads.asp?ref=0966-0410-
dc.relation.ispartofHealth and Social Care in the Community-
dc.rightsSubmitted (preprint) Version This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Accepted (peer-reviewed) Version This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectLatino-
dc.subjectemotional-
dc.subjectethnic minority-
dc.subjectexecutive function-
dc.subjectmindfulness-
dc.titleMindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function-
dc.typeArticle-
dc.identifier.emailLu, S: shuanglu@hku.hk-
dc.identifier.authorityLu, S=rp02309-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/hsc.13135-
dc.identifier.pmid32783309-
dc.identifier.scopuseid_2-s2.0-85089255953-
dc.identifier.hkuros328908-
dc.identifier.volume29-
dc.identifier.issue4-
dc.identifier.spage1010-
dc.identifier.epage1018-
dc.identifier.isiWOS:000558075000001-
dc.publisher.placeUnited Kingdom-

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