Mindfulness and college adjustment for former foster children: The mediating relationship of social support
The goal of this study was to explore factors that lead college adjustment among foster care alumni. In particular, this study examined the mediational effects of social support in the relationship between mindfulness and college adjustment for former foster youth. Eighty-seven former foster youth were surveyed online utilizing the Kentucky Inventory Mindfulness Skills (KIMS), the Interpersonal Support Evaluation List (ISEL) to measure social support, and the Student Adaptation to College Questionnaire (SADQ). Results indicated that tangible and appraisal support (e.g., money and advice) mediated the relationship between being mindfully observant and able to describe one's experiences and emotional and academic adjustment in college. Additionally, feelings of belonging to a social support network mediated the relationship between being able to accept oneself without judgment and emotional adjustment in college. Implications of these findings suggest interventions for former foster youth that include mindfulness, to increase social support and college adjustment.