AIM

To understand the differences in levels of Mindfulness amongst individuals belonging to

early and middle adulthood.

INTRODUCTION

In the fast-changing and often demanding world we live in, mindfulness has become a
powerful tool for dealing with the challenges of modern life. It's helpful for managing stress,
improving relationships, and enhancing both mental and physical well-being. By focusing on
being present and aware, individuals can experience positive changes in different parts of
their lives. This includes promoting mental well-being, strengthening relationships, and
optimizing overall health. Incorporating mindfulness techniques into the fabric of our daily
lives, be it during routine activities like eating, showering, walking, or engaging with others,
contributes significantly to the enhancement of our well-being.
Mindfulness not only serves as a guide toward heightened self-awareness but also facilitates
improved emotional regulation, stress reduction, and an overall sense of well-being in the
context of today's fast-paced world. By wholeheartedly embracing mindfulness practices and
seamlessly integrating them into our daily routines, .
While practicing mindfulness in our day to day life benefits our wellbeing, here are some
definitions of mindfulness:
1. ● The awareness that emerges through by paying attention on the purpose , to the
present moment , and non-judgmentally unfolding of experience from moment to
moment (KABAT ZINN)
2. ● Mindfulness is defined as a trade or a mental state that involves the intentional
focusing of attention on the object ( such as breathing while observing a thought ,
emotions and sensations as they emerge in the present moment) (Vago and silver
weig ,2012)
3. ● Jon Kabat-Zinn, creator of Mindfulness-Based Stress Reduction (MBSR), defines
mindfulness as the awareness that arises through paying attention on purpose, in the
present moment, and non-judgmentally. He emphasizes cultivating a mindful
awareness to reduce stress and enhance well-being.
4. ● Kristen Neff's definition incorporates self-compassion, emphasizing the
importance of treating oneself with kindness in moments of difficulty. Neff suggests
that mindfulness involves acknowledging and accepting one's experiences without
harsh self-judgment.
5. ● Steven Hayes, a proponent of Acceptance and Commitment Therapy (ACT),
defines mindfulness as an active, open, and receptive attention to one's present
experience. Hayes focuses on accepting thoughts and feelings without necessarily
getting entangled in them, allowing individuals to commit to valued actions.
 While these psychologists differ in their emphasis, common themes include present-moment
awareness, non-judgment, and acceptance of one's experiences.

⮚ The history of mindfulness traces back to

its origins in Eastern spiritual teachings

The history of mindfulness traces back to its origins in Eastern spiritual teachings,
particularly from Buddhist traditions.The practice of mindfulness involves being fully present
and attentive to one's thoughts, feelings, and surroundings without judgment.

● Having roots in the Eastern tradition, Mindfulness has been practiced for thousands of
years in various religious and secular traditions, including Hinduism, Buddhism,
yoga, and non-religious meditation. The concept of mindfulness was popularized in
the East by religious and spiritual institutions.
● There is a lot of overlap between mindfulness and yoga, both historically and presently.
Many yoga practices incorporate mindfulness and some mindfulness meditation practices,
such as the body scan, are very similar to yoga as they both involve awareness of one’s
body.while the origins of yoga coincide with the origins of Hinduism, so does the recent rise
of yoga’s popularity in the West coincide with the rise of mindfulness. This underscores the
intertwined nature of Buddhism, Hinduism, mindfulness, and yoga.

Move from East to West

The term "mindfulness" emerged from Buddhism and was later introduced to the United
States by Jon Kabat-Zinn through his MBSR program at the University of Massachusetts
Medical School Over time, mindfulness has evolved into a widely practiced coping
mechanism for stress and anxiety, gaining recognition as a valuable tool for mental health
and well-being.

Thich Nhat Hanh, known as the father of modern mindfulness, also played a crucial role in
popularizing Buddhism and mindfulness in the West through his teachings that emphasized
being present in everyday activities .His approach made complex Buddhist concepts
accessible and applicable to daily life, resonating with Asian American Buddhists and others
seeking mindfulness practices that connected with their experiences.

The combination of Eastern mindfulness traditions with Western science and psychology,
spearheaded by figures like Jon Kabat-Zinn and Thich Nhat Hanh, has significantly
contributed to the widespread acceptance and integration of mindfulness practices in Western
societies.
 ⮚ Components of Mindfulness:
IProf. Shapiro explains that mindfulness works by training individuals to shift their
perspective from their own thoughts and learning to attend to their moment to moment
experiences without judgement, through a process called ‘reperceiving’ (Shapiro, Carlson,
Astin & Freedman, 2006). Shapiro et al (2006) broke down the mindfulness process into
three main components: intention, attention and attitude.

Intention

Shapiro found that when mindfulness is practised, an individual’s intentions change from
regulating themselves, to exploring themselves and then finally to seeking liberation. Why
someone wants to practice mindfulness is a key part of what they will achieve from doing so.
It’s the engine that powers our mindfulness practice. If mindfulness is not practiced with
intention, it can easily turn into just another popular self-help craze. However, when used
intentionally, mindfulness may be a life-changing tool for leading a more purposeful, present-
day existence.

How to practice intention in mindfulness?

● First, it’s important to have a clear intention for our practice.

● What are we hoping to accomplish by being more mindful?

● Do we want to reduce stress, cultivate more happiness or simply be more present in

our daily lives?
● Once we have a clear intention, we can begin to infuse that intention into every aspect
of our mindfulness practice.

For example, when we sit down to meditate, we can set the intention to be present with our
thoughts and feelings without judgment. As we breathe, we can focus on the intention of
letting go of any preset ideas or expectations about how our meditation should go. And as we
move through our day-to-day lives, we can bring intention into everything we do, from
brushing our teeth to talking to our loved ones. By infusing everything we do with intention,
we can make mindfulness a part of our lives rather than something separate from it.

Attention
 Attention is a principal component of mindfulness as individuals practice attending to their
internal and external self by being aware of their moment to moment movements. The lessons
of leading mindfulness teachers frequently note the use of attentional processes to alter
information processing and influence emotional experiences, thought processes, and
sensations (Chödrön, 2001; Hanh, 1999; Kabat-Zinn, 1990; Rosenberg, 2004). The key
practices taught in mindfulness training programs, such as breath awareness practices, body
scan practices, walking meditation, and choiceless awareness, rely upon attentional processes
to focus on a specific anchor, such as the breath, or various other phenomena, such as
thoughts, emotions, and sensations, as they arise.
How do we practice attention in mindfulness?
There are a few different ways to practice attention in mindfulness.

● One is to focus on your breath. Notice the sensation of the air moving in and out of
your lungs, and count each breath.
● Another way to practice attention is to focus on your sensory experience. Notice the
sights, sounds, smells, tastes, and textures around you.
● You can also focus on your thoughts and emotions. Notice what you’re thinking and
feeling, without judgment or analysis. Simply observe your experience without trying
to change it.

Attitude

In order to effectively practice mindfulness, students must approach it with a positive attitude
full of curiosity, openness and patience to allow for non-judgemental growth and awareness.
A mindful attitude is one of openness, curiosity, and acceptance. It is important to remember
that we are not trying to control or suppress our thoughts, but rather simply observe them
with non-judgmental awareness. Our judgements are ever present in our lives. Our minds
have learned through a lifetime of experiences to judge things as good, bad, right, wrong etc.
When you let go of your judgments and see everything ‘as they are’ and remove your
judgement you transform the way you feel. Being non-judgemental changes your relationship
not just with other people but with everything you interact with in your life. This can be a
challenge at first, but with practice it gets easier.

Here are some tips for cultivating a mindful attitude:

● Pay attention to your thoughts and feelings without judgment. Simply notice them and
let them go.
● Accept each moment as it is, even if it’s not what you wanted or expected.
 ● Practice curiosity by exploring your thoughts and feelings with a sense of wonder.

● Be kind and compassionate towards yourself, just as you would towards a friend.

⮚ Mindfulness’ Role in Positive Psychology

Mindfulness plays an important role in both the greater field of psychology and positive
psychology specifically. MBSR and MBCT have become accepted tools for psychologists to
treat a variety of patients. Mindfulness meditation has become a useful tool in positive
psychology for anyone looking to increase their levels of wellbeing and MBSR has also
become popular in non-clinical populations. Western science has evolved to the point where
it can evaluate the effectiveness of practicing mindfulness— making mindfulness an
attractive option for those who are sceptical of Eastern traditions.

⮚ Benefits of Mindfulness
● Mindfulness and well-being: Mindfulness, as defined by Kabat-Zinn (2004), involves
being aware of one's thoughts, emotions, and sensations. Moreover, mindfulness
techniques can be valuable in trauma counselling, aiding in stress reduction, coping
skill development, and enhancing survivors' sense of strength (Goodman & Calderon,
2012). Overall, mindfulness appears to have wide-ranging benefits for emotional-
psychological, physiological, and social aspects.

● Physiological: There are also physical benefits to practicing mindfulness, which may
be important for people who live with a chronic health condition or disability. For
example, a study of how the two facets of mindfulness impact health behaviours
found that practicing mindfulness can enhance or increase multiple behaviours related
to health, like getting regular health check-ups, being physically active, using seat
belts, and avoiding nicotine and alcohol (Jacobs, Wollny, Sim, & Horsch, 2016). A
clinical trial published in the Journal of Alternative and Complementary Medicine
found that practicing relaxation could help lower the blood pressure of people who
have hypertension over eight weeks. Another study on mindfulness and health showed
that mindfulness is related to improved cardiovascular health through a lower
incidence of smoking, more physical activity, and a healthier body mass index
(Loucks, Britton, Howe, Eaton, & Buka, 2015). Additionally, mindfulness has been
 positively linked with lower blood pressure, especially when the practitioner is skilled
in nonjudging and nonreactivity (Tomfohr, Pung, Mills, & Edwards, 2015).
Finally, in a study on the impacts of mindfulness on the psychological and physical
health of obese or overweight adults, researchers found that mindfulness helped
participants lose weight, improve their eating behaviours and attitudes, and decrease
depression and anxiety (Rogers, Ferrari, Mosely, Lang, & Brennan, 2017).

● Psychological: Research indicates that practicing mindfulness can aid in managing

distress, benefiting emotional and psychological well-being. For instance, it has been
linked to reducing symptoms of anxiety and depression (Evans et al., 2008; Strauss et
al., 2014). Additionally, mindfulness meditation has shown promise in improving
psychological well-being for individuals with chronic pain (Kabat-Zinn et al., 1985).
Regular mindfulness practice is associated with higher emotional well-being,
including positive affect and attentiveness (Keune & Forintos, 2010). It can also
contribute to reduced alcohol and drug use (Grow et al., 2015). Mindfulness can not
only help you deal with a chronic or potentially terminal illness or life-threatening
event, but it can also help you move on from it. A study of MBSR in Chinese breast
cancer survivors provided evidence that mindfulness can enhance post-traumatic
growth and decrease stress and anxiety in cancer patients (Zhang, Zhou, Feng, Fan,
Zeng, & Wei, 2017).

● Social awareness: Receptive attention to and awareness of moment-to-moment

experience, mindfulness helps us understand what others say and how they say it
while taking note of their non-verbal behaviour. It facilitates interest in other people’s
thoughts, emotions, and welfare. Being present also allows us to be attuned to others’
emotions and motivations and be more responsive to their needs. We become less
preoccupied with ourselves and more attuned to others. Prosocial behaviour can be
defined as any action that benefits one or more people other than the actor
(Pfattheicher et al., 2022). Luberto et al. (2018) showed that Mindfulness meditation-
based interventions increased empathy, compassion, and prosocial behaviour. Studies
on altruism found that a 2-week online CM training increased altruistic helping of
victims (but not altruistic punishment of wrongdoers) compared to an active
reappraisal training (Weng et al., 2015). Other studies investigated the impact of
mindfulness on donation and charitable behaviour. Participants who underwent a
mindfulness meditation online session donated 2.61 times more money with respect to
the ones who underwent the control online session (Iwamoto et al., 2020).
● Mindfulness-based therapeutic approaches have been found to be helpful in reducing
psychological distress, as well as improving emotional, and spiritual well-being for
individuals suffering from cancer or caregivers assisting them (Fish, Ettridge, Sharplin,
Hancock, & Knott, 2014). Similarly, mindfulness-based stress reduction has been shown to
be helpful for cancer patients and their partners, as well as to reduce symptoms of stress and
mood disturbance (Birnie, Garland, & Carlson, 2010).
Benefits of mindfulness in our day-today life
● Stress Reduction: Mindfulness can help reduce stress levels, improve mental and physical
health, and increase overall happiness.
● Improved Relationships: Being fully present in interactions with others can enhance
communication skills, empathy, and connection on a deeper level.
● Mental Health: Mindfulness-based interventions have been used in psychiatry and clinical
psychology to treat various mental disorders and alleviate chronic pain.
● Physical Health: Mindfulness practices like mindful eating can help individuals overcome
eating disorders and improve overall well-being.

⮚ Techniques of mindfulness
When choosing a meditation practice, consider personal preferences, needs, and goals.
Factors to consider include what you hope to gain from meditation, time commitment, and
resonance with different practices. Personalizing your meditation journey is essential as there
is no one-size-fits-all approach to meditation.
With mindfulness there are multiple techniques to achieve your goals here are a few to start
with:
● Vipassana meditation, meaning "to see things as they really are," is a profound technique
of self-transformation through self-observation. It focuses on the deep interconnection
between the mind and body, aiming to purify the mind by observing sensations throughout
the body and understanding their nature. The practice involves observing the changing nature
of body and mind, experiencing universal truths like suffering and egolessness, and
developing equanimity by learning not to react to sensations.
The technique of Vipassana meditation was rediscovered over 2500 years ago by Gotama the
Buddha and has been passed down through an unbroken chain of teachers. The revered
Gotama the Buddha spent the last 45 years of his life teaching people how to break free from
suffering. It was through Vipassana that he taught this technique, which he learned after his
enlightenment in 528 BCE. Vipassana meditation spread throughout Buddha’s homeland in
India for over five centuries. It then reigned supreme during Emperor Asoka’s time in 273-
236 BCE. It is a universal remedy for universal problems, emphasizing mental purification,
liberation from mental impurities, and achieving the highest happiness of full enlightenment.
Vipassana is a non-sectarian practice that can be freely undertaken by individuals of all faiths
and nationalities without any conflict with their beliefs or philosophies.
During a ten-day Vipassana course, participants follow a prescribed Code of Discipline,
abstaining from certain behaviours to calm the mind for self-observation. The course involves
observing sensations throughout the body, understanding their nature, and developing
equanimity. By practicing Vipassana, individuals can experience benefits such as improved
judgment, increased awareness, self-control, peace of mind, reduced stress and anxiety,
enhanced present-moment awareness, and improved physical health. The results of Vipassana
come gradually through continued practice, offering individuals a tool to achieve real
happiness and share it with others.
Parihar, 2004, documented that practicing VM helped government officials to have a more
positive outlook professionally as well as personally. Also, VM and mindfulness increases
managerial effectiveness at personal and professional level (Kumar, 2012). Banerjee, 2012,
confirms that when employees practice VM they tend to be more focused and composed, and
will be better off than other employees. Avey et al., 2008, have stated that they are more
aware of their adverse thoughts, and this awareness helps them to be more optimistic during
changes in the organization. Bhatnagar, 2014, reported that it reduces anxiety in employees
and increases productivity. Shiera and Graham, 2014, documented that it positively impacts
Subjective Well-being (SWB). Marques and Satinder, 2009, believe that VM can transform
wellbeing at the work place and thereby productivity.

Research shows us that Vipassana offers us several physical, mental and emotional benefits:

● Lower stress levels

● Better memory

● Heightened awareness and sensitivity

● Increased mindfulness

● Stronger focus and attention

● Improved cognitive function

● More restful sleep

● Greater neural plasticity

● Improved overall well-being

● Mindfulness-based stress reduction (MBSR) is a therapeutic intervention founded by

Jon Kabat Zinn that involves weekly group classes and daily mindfulness exercises to
practice at home, over an 8-week period. MBSR teaches people how to increase
mindfulness through yoga and meditation. It is an effective, scientifically researched
method for reducing physical and psychological suffering while building resilience,
balance, and peace of mind. MBSR is a non-sectarian, scientifically researched
approach that is in harmony with any faith-based tradition.
Through the regular training in mindfulness that an MBSR course offers people become
familiar with their own behaviour patterns, especially in relation to stressful situations. They
also learn that though they cannot always change the circumstances in which they find
themselves, they can choose how to respond to them. In MBSR this process is described as
going from reacting to responding, with the latter involving a clearer perception of the
circumstances through being in touch with the thoughts, sensations and emotions that are
present.

The standard MBSR course consists of eight, weekly sessions of 2. 5 to 3 hours each, plus an
all-day session after the sixth week that includes a full day of mindfulness practice in a
modified retreat format. Each session starts with a mindfulness exercise that the participants
have learned during the weekly sessions. The main exercises of the MBSR program are the
body scan, gentle yoga, and sitting meditation. Through the course of the program,
participants will practice one of these exercises every day. In addition there are various
exercises centred on incorporating mindfulness practice into daily life. Other exercises train
mindful awareness in relation to thoughts, sensations and emotions.

Each session focuses on one particular topic that is explored with specific exercises, as well
as presentations from the teacher and in dialogue among the group participants. Some topics
in an MBSR course are: mindful communication, working with difficult emotions and how
perception influences our relationship to stressful events.
Benefits of MBSR include:

● Stress reduction

● Decreased medical symptoms

● Improved self-care

● Greater ability to manage anxiety and depression

● Loosening of the grip of negative habits and thinking

● Improvement in symptoms of burnout

● Clearer recognition of when your attitude or mood is beginning to change so you can
become less reactive.
● Discovery that difficult and unwanted thoughts and feelings can be seen from an
altogether different perspective – a perspective that brings with it a sense of
compassion and less judgment to the suffering you are experiencing.
● Improved sense of well-being: Learn how to be present and appreciate the simple
pleasures of everyday life, connect with yourself, and the experience of being alive.

● Mindfulness-based cognitive therapy (MBCT) combines elements of mindfulness

practice and cognitive behavioural therapy to help individuals develop greater
 awareness and acceptance of their thoughts, emotions, and experiences in order to
cultivate resilience and prevent relapse in depression and anxiety. MBCT usually
takes the form of 8 weekly sessions, with guided meditations accompanying the
program so that participants can practice skills at home throughout the course.
In the 1990s, psychologists Jon Teasdale and Phillip Barnard found that the mind had two
main modes: the ‘doing’ mode and the ‘being’ mode.
The ‘doing’ mode is goal-orientated, triggered when the mind sees a difference between how
things are and how it wants things to do. Whereas the ‘being’ mode isn’t focused on
achieving specific goals but rather accepting and allowing what is. It was found that the
‘being’ mode was the one that led to lasting emotional changes. Therefore, the psychologists
concluded that effective cognitive therapy would have to promote not just cognitive
awareness but also the ‘being’ mode of the mind, such as mindfulness offers. Psychiatrists
Zindel Segal and Mark Williams, as well as Jon Kabat-Zinn, became involved and helped
combine these new ideas about cognitive therapy with Kabat-Zinn’s 1979 mindfulness-based
stress reduction program to create what is known as MBCT. The program was developed
specifically for depression.

Goals of MBCT:

1. To help you understand what depression is.

2. To help you discover what makes you vulnerable to downward mood spirals and why
you get stuck at the bottom of the spiral.

3. To help you see the connection between negative thinking and downward spirals. This
includes setting unrealistically high standards for yourself, feelings that you are
simply not good enough, and ways you may lose touch with what makes life worth
living.

MBCT utilizes a combination of mindfulness meditation, cognitive restructuring, and psych

education to help individuals recognize and modify unhelpful thought patterns, increase self-
compassion, and develop a more present-focused and accepting mind-set.

● Meditation: People may learn meditative techniques during MBCT. This can
involve practicing guided or self-directed meditation that helps them gain a
greater awareness of their body, thoughts, and breathing.
● Body scan exercise: This exercise typically involves lying down in a comfortable
position and focusing on the breath, noticing the rhythm and sensation of this. Then,
the individual will be asked to bring awareness to different areas of their body,
during this awareness, they will be asked to note how each part of their body
feels, the texture of clothing against their skin, any temperature or sensations
they feel, and whether areas feel sore or heavy/light.
 ● Mindfulness practices: This involves becoming more aware of the present moment. It
is something that can be practiced during meditation but can also be incorporated into
the everyday activities people complete.
● Mindfulness stretching: This technique involves stretching the body in a mindful way
to help bring awareness to the body and the mind.

● 3-minute breathing space: People in MBCT may be taught what is known as the
3-minute breathing space technique. This focuses on three steps, each one
minute in duration:

1. Observing the experience (the individual brings awareness to how they are
doing at that moment).

2. Focusing on the breath.

3. Attending to the body and any physical sensations that might be

experienced.

● Yoga: MBCT may also encourage people to practice yoga poses that
can help facilitate mindful stretching of the body.

There was also a significant reduction in residual symptoms consistent with a reduced risk of
depressive relapse (Tickell et al., 2019). MBCT was shown to be an effective treatment for
relieving anxiety and depressive symptoms in patients with panic disorder and GAD (Kim et
al., 2009). A self-help method of MBCT was tested for effectiveness. It was found that
participants showed significant interaction in favour of self-help on measures of depression,
anxiety, stress, satisfaction with life, mindfulness, and self-compassion (Taylor et al., 2014).
MBCT was compared to antidepressant treatment for depression. It was found that while 48%
of those taking antidepressants did not relapse, 52% of those who undertook MBCT did not
relapse. There was no big difference between these two types of treatment, suggesting that
MBCT can be as effective at preventing relapses as antidepressants (Kuyken et al., 2015).

BRIEF ON SCALE :
The Mindful Attention Awareness Scale (MAAS) is a self-report questionnaire designed to
measure an individual's trait mindfulness. Developed by Brown, K.W. & Ryan, R.M. (2003).
The benefits of being present: Mindfulness and its role in psychological well-being. Journal
of Personality and Social Psychology, 84, 822-848.

Carlson, L.E. & Brown, K.W. (2005). Validation of the Mindful Attention Awareness Scale
in a cancer population. Journal of Psychosomatic Research, 58, 29-33.
MAAS assesses the frequency of open or receptive attention to ongoing experiences,
capturing the individual's ability to be present and attentive to the current moment in daily
life.

The Likert scale used in the Mindful Attention Awareness Scale (MAAS) typically consists
of statements reflecting different levels of mindfulness.

Respondents are asked to rate their agreement with each statement on a scale, usually ranging
from “1” (almost always) to “6” (almost never), with additional options such as “2” (very
frequently), “3” (frequently), “4” (sometimes), and “5” (rarely).

REVIEW OF LITERATURE
Research has shown that mindfulness can have a positive impact on well-being and cognitive
functioning across different age groups (Mahlo, 2020). In children and adolescents,
mindfulness training has been associated with improved social and emotional functioning,
academic performance, and stress management (Holland, 2012; Perry-Parrish, 2016).
However, the effectiveness of mindfulness interventions in adolescents may be influenced by
developmental needs and interests (Jennings, 2013). These findings underscore the
importance of studying mindfulness across different age groups to better understand its
potential benefits and to tailor interventions to specific developmental stages.

Research on mindfulness has revealed age-related differences in its components and effects.
Alispahić (2017) found that older individuals tend to exhibit higher levels of mindfulness,
particularly in aspects such as acting with awareness and non-judging of inner experience.
Mahlo (2020) further explored this, showing that present-moment attention and nonjudgment,
key components of mindfulness, are positively associated with age and play a significant role
in well-being, particularly in older adults. Shook (2017) supported these findings,
demonstrating that age-related increases in mindfulness contribute to emotional well-being.
Monshat (2013) provided a qualitative perspective, showing that mindfulness practice can
lead to greater emotional regulation and confidence in young people. These studies
collectively suggest that mindfulness may have different effects and benefits across different
age groups.

Mindfulness is a concept that has been defined and understood in various way by different
people, depending on their cultural , philosophical and disciplinary background. The
Psychological Perspective developed by Jon kabat - zinn , a pioneer in the field of
mindfulness- based intervention defines mindfulness as “the awareness that arises from
paying attention on purpose, in the the present moment and non - judgementally .”

The study “Mindfulness: Age and Gender differences on a Bosnian sample” found a
significant difference between mindfulness levels of young adults and that of older adults,
with the latter showings signs of being higher on aspect of mindfulness than the former. This
could be due to the fact that older adults are able to be more present “here and now”, because
they are not interrupted by intensity of their emotions. Savouring is another psychological
construct that can be used to explain mindfulness because older adults have greater tendency
to savour the moment, control emotions, and remain focussed on the present, they tend to be
more mindful, which can be one of the explanations for the results.

In another research, females reported higher levels of mindfulness than males, though males
demonstrated a stronger mediating relationship between mindfulness and happiness. In
addition, higher levels of mindfulness were reported by older individuals; however, young
adults manifested the strongest negative relationship between mindfulness and depression
across the lifespan.

Mindful individuals are less encumbered by the mere exposure of a stressor which benefits
health functioning. Mindfulness cultivates cognitive and emotional skills which is especially
important when stressful life events may lead to the depletion of resources (e.g. social,
cognitive, and financial). Less mindful individuals may be more prone to the negative effects
of stressors. Mindful individuals are less likely to form habits of negative thinking or
rumination which tend to increase distress (Epel et al., 2009), indicating that when exposed to
stressors these individuals regulate their attention to the present moment which functions to
optimize emotional well-being.

A series of cross-sectional studies have explored the relationship between mindfulness and
age, with consistent findings of higher levels of mindfulness in older adults (Shook, 2017;
Hohaus, 2013). This age-related increase in mindfulness has been linked to enhanced
psychological well-being (Hohaus, 2013) and emotional regulation (Prakash, 2017).
Furthermore, mindfulness has been found to buffer the negative impact of stress on mental
health in middle-aged and older adults (Frias, 2014). These studies collectively suggest that
mindfulness tends to increase with age and is associated with various positive outcomes,
highlighting its potential as a protective factor in older age.

The current literature on mindfulness is not entirely conclusive, with a lack of conceptual and
operational agreement (Hanley, 2016). There is a need for a systematic comparison of the
leading schools of thought in mindfulness research (Hart, 2013), and a consolidation of the
field of empirical research on mindfulness and sustainable consumption (Fischer, 2017).
Methodological challenges and shortcomings in existing empirical approaches also need to be
addressed (Fischer, 2017).

METHOD

1. OBJECTIVE
To find if there exists some difference in level of mindfulness in young adulthood and middle
adulthood individuals.

2. HYPOTHESIS
There will be no significant difference in the levels of mindfulness between young adulthood
and middle adulthood participants

3. RESEARCH DESIGN
Cross Sectional research design:

Cross-sectional study design is a type of observational study design. In a cross-sectional

study, the investigator measures the outcome and the exposures in the study participants at
the same time. Unlike in case–control studies (participants selected based on the outcome
status) or cohort studies (participants selected based on the exposure status), the participants
in a cross-sectional study are just selected based on the inclusion and exclusion criteria set for
the study. Once the participants have been selected for the study, the investigator follows the
study to assess the exposure and the outcomes. Cross-sectional designs are used for
population-based surveys and to assess the prevalence of diseases in clinic-based samples.
These studies can usually be conducted relatively faster and are inexpensive. These types of
designs will give us information about the prevalence of outcomes or exposures; this
information will be useful for designing the cohort study. However, since this is a 1-time
measurement of exposure and outcome, it is difficult to derive causal relationships from
cross-sectional analysis. We can estimate the prevalence of disease in cross-sectional studies.
Furthermore, we will also be able to estimate the odds ratios to study the association between
exposure and the outcomes in this design.

4. SAMPLE DESCRIPTION
The sample of this research consists of 60 individuals from the age group of 19 - 40 years and
60 individuals from the age group of 40 - 65 years. The sample was collected using Mass
Mindfulness Attention and Awareness Scale Survey.

The sample consists of Indian population of the mentioned age groups, with basic
comprehension of English language to understand then MAAS survey and report the
responses. The sample was collected using convenience sampling technique.

5. PROCEDURE

INFORMED CONSENT
Before the administration of the survey, the participants were thoroughly informed about the
study. They were given a consent form and were properly instructed about their tasks. They
were reassured that their data will remain confidential and will only be utilised for this study.
They were made aware of their right to withdraw at any given tune during the survey.

RAPPORT FORMATION
The participants were greeted with a smile and offered a seat in order to proceed further. A
welcoming and respectful environment was created to make the participants feel more
comfortable. It was ensured that the participant was comfortable with the environment
(temperature, lighting, seating, etc). Small conversations were made with the participants, for
example, they were asked about their day, they were also given compliments based on their
appearance and the ongoing conversation. It was made sure that the participants felt heard.

INSTRUCTIONS
The Mindfulness Attention Awareness Scale (MAAS) is a questionnaire that measures an
individual's dispositional mindfulness, which refers to the frequency of mindful states over
time

The MAAS is a 15-item scale that uses a 1-6 Likert scale, with higher scores indicating
higher levels of dispositional mindfulness and measures one's tendency toward mindfulness
or mindlessness, and scores strongly correlate with self-consciousness, rumination, and self-
reflection

When administering the MAAS, provide clear instructions to participants. Instruct the
participants to respond according to their actual experiences rather than their desired
experiences. Encourage the participants to treat each item separately and to answer honestly.

Here are the step instructions given to the participants:

1. Below is a collection of statements about your everyday experience.

2. Using the 1-6 scale below, please indicate how frequently or infrequently you
currently have each experience.
3. Please answer according to what really reflects your experience rather than what
you think your experience should be.
4. Please treat each item separately from every other item.

PRECAUTIONS
When administering the Mindfulness Attention Awareness Scale (MAAS) survey, there are
several precautions to take to ensure the validity and reliability of the data collected. Here are
some precautions to consider:

1. Clear instructions: Provide clear and detailed instructions to participants on how to

complete the survey. Explain the purpose of the survey, the instructions for responding, and
the time required to complete the survey.

2. Confidentiality: Assure participants that their responses will be kept confidential and
anonymous. This will help to reduce social desirability bias and increase the honesty of their
responses.

3. Standardized administration: Administer the survey in a standardized manner to all

participants. This will help to reduce measurement error and ensure that all participants are
responding to the same questions in the same way.
4. Avoid leading questions: Avoid asking leading questions that may influence participants'
responses. Ensure that the questions are neutral and unbiased.

6. Ensure comprehension: Ensure that participants understand the questions before they
respond. If necessary, provide examples or clarification to help participants understand the
questions.

7. Minimize distractions: Minimize distractions during the survey administration. Ensure that
participants have a quiet and comfortable environment to complete the survey.

8. Check for completeness: Check the survey for completeness before analysing the data.
Ensure that all questions have been answered and that there are no missing data.

ADMINISTRATION

The procedure of MASS includes calculating the mean scores for each age group and
conducting statistical analyses to compare the scores between the two groups. In this case,the
statistical software Jamovi was used.

Jamovi is an open-source statistical analysis software known for its user-friendly interface,
catering to users with diverse statistical expertise. It offers a plethora of statistical tests such
as t-tests, ANOVA, regression, correlation, and factor analysis, alongside data visualization
tools for better interpretation of results. This makes it a popular choice among researchers,
students, and professionals needing robust data analysis capabilities was used,the study used
independent t-tests to determine if there was a significant difference in MASS scores between
participants aged 19-40 years and those aged 40-65 years.

Additionally, study performed Shapiro-Wilk tests to assess the normality of the data
distribution and Levene's tests to evaluate the equality of variances between the two age
groups. These tests ensure the validity of the statistical analysis and the interpretation of the
results.

The t-test formula is applied to the sample population. The t-test formula depends on the
mean,variance and standard deviation of the data being compared.

Independent t-test is used to compare the mean of two groups of samples. It helps evaluate if
the means of the two sets of data are statistically significantly different from each other.

The Shapiro-Wilk test assesses the normality of a dataset by comparing observed data with a
theoretical normal distribution, determining if it's normally distributed. If the test statistic is
significant, the null hypothesis of normality is rejected.

Levene's test evaluates the homogeneity of variance, comparing variances of groups to ensure
they're equal. It's used before t-tests or ANOVA. If significant, indicating unequal variances,
alternative analyses may be necessary.
TABLE 1
19 – 40 YEARS 40 – 65 YEARS
4.54 3
3.86 4.53
3.4 4.04
3.67 4.12
4.2 5.42
3.22 4.03
3.73 3.73
3.06 4
3.66 3.2
3.53 4
4 1.93
3.13 3.73
4.8 5.067
4.33 5.53
3.53 4.26
3.26 4.26
5.2 4.2
4.2 5.03
4.2 4.4
3.53 3.02
4.66 3.8
4.1 4.53
4.33 4.54
3.26 1.93
4.6 4.53
2.8 3.6
3.066 4.06
3.53 5.7
3.13 4.733
5.53 3.66
3.06 4.33
2.6 5.33
3.53 3.26
3.8 4.2
3.73 3.06
4.06 4.4
 3.46 5.13
3.2 3.8
4.26 4.06
5 4.6
3.6 3.2
4.3 3.66
2.53 3.86
4.6 4.2
3.86 3.87
3.53 5
4.66 4.73
5.13 4
2.73 4.06
4.86 3.33
2.73 4.66
3.53 4.06
2.6 2.98
4.13 4.33
3.46 4.2
3.46 3.2
4.46 3
5.06 3.06
2.8 4.33
3.86 3.93
Average 3.8107667 4.04016667
Standard Deviation 0.72633979 0.7733010501

Table 1 shows the descriptive data

TABLE 2
Table 2 shows that there is an insignificant mean difference in the mindfulness level between
the early adulthood and the middle adulthood groups.

6. RESULTS
The results present the output of an independent samples t-test comparing the mean scores of
two groups on the Mindfulness Attention Awareness Scale (MAAS). The two groups are
early adulthood (19-40 years) and middle adulthood (40-65 years).

The t-test value is -1.67, with a p-value of 0.097. This indicates that there is not enough
evidence to reject the null hypothesis ‘There will be no significant difference in levels of
mindfulness between young adulthood and middle adulthood participants’ that the means of
the two groups are equal (p > 0.05). Therefore, there is no significant difference in MAAS
scores between early and middle adulthood and we fail to reject the null hypothesis.

The descriptive statistics show that the early adulthood group has a mean MAAS score of
3.81 (SD = 0.726), while the middle adulthood group has a mean MAAS score of 4.04 (SD =
0.773).

The Shapiro-Wilk test is a statistical test that compares the observed data distribution to a
theoretical normal distribution. The "W" statistic is a measure of the similarity between the
two distributions. A value of "W" close to 1 indicates that the data is likely to be normally
distributed, while a value significantly different from 1 suggests a violation of the assumption
of normality.

The normality test (Shapiro-Wilk) indicates that the assumption of normality is not violated,
as the p-value is greater than the significance level of 0.05 (p = 0.508).

Note: A low p- value suggests a violation of the assumption of normality

7. DISCUSSION
The aim of this study is to understand the differences in levels of Mindfulness amongst
individuals belonging to early and middle adulthood. The sample taken was of Indian origin
having a functional knowledge of English. Mindfulness is the awareness that emerges
through by paying attention on the purpose, to the present moment, and non-judgmentally
unfolding of experience from moment to moment. The present study intends to examine the
differences in mean scores of mindfulness between young adulthood and middle adulthood.
Independent T-test was used for the purpose of statistical analysis in this study.

Through this study, we can see from the analysis and results that we fail to find a significant
difference between means scores of mindfulness among young adulthood and middle
adulthood. However, the previous researches say otherwise. This can be a result of the major
challenges and changes that individuals go through in their early 20s. This is also supported
by a research paper by Henig et al. (2010). One aspect of this change could be Mindfulness
levels which contribute to our findings. The findings can be a result of small sample size or
can be attributed to cultural, geographical factors or sampling technique.

8. CONCLUSION
 9. REFERENCES

Alispahic, S., & Hasanbegovic-Anic, E. (2017). Mindfulness: Age and gender differences on a Bosnian
sample. Psychological Thought, 10(1).

Cindy M. de Frias & Erum Whyne (2015) Stress on health-related quality of life in older adults: the
protective nature of mindfulness, Aging & Mental Health, 19:3, 201-206, DOI:
10.1080/13607863.2014.924090

Henig, R. M. (2010). What is it about 20-somethings. The New York Times, 8(18), 2010.

Sturgess, M. A. (2012). Psychometric validation and demographic differences in two recently

developed trait mindfulness measures (Unpublished master’s thesis, Victoria University of
Wellington, Wellington, New Zealand).