Top

Mindfulness

Gepubliceerd in:

31-12-2022 | Original Paper

Well-being and Distress in University Students with ADHD Traits: the Mediating Roles of Self-Compassion and Emotion Regulation Difficulties

Auteurs: Glenda M. Farmer, Jeneva L. Ohan, Amy L. Finlay-Jones, Donna M. Bayliss

Gepubliceerd in: Mindfulness | Uitgave 2/2023

Abstract

Objectives

Tertiary education is particularly demanding for students with attention-deficit hyperactivity disorder (ADHD), who often struggle with emotion regulation and are at greater risk of internalising disorders compared to their peers. Self-compassion is a skill associated with positive mental health and adaptive emotion regulation that might support students in managing the emotional challenges of studying with ADHD. We examined the relationship between ADHD traits and self-compassion in university students, as well as the mediating role of self-compassion and emotion regulation difficulties in mental health outcomes.

Method

A sample of 232 university students aged 18 to 47 (M = 19.92, SD = 3.75) years completed an online survey measuring ADHD traits, self-compassion, emotion regulation difficulties, distress, and well-being.

Results

Correlational analyses showed that higher ADHD traits were associated with higher self-criticism, isolation, and overidentification (i.e. uncompassionate self-responding; USR), but not with self-compassionate responding (i.e. self-kindness, common humanity, or mindfulness). Mediation analyses showed that USR partially mediated the relationship ADHD traits have with distress and fully mediated the relationship with well-being. Serial mediation analyses indicated that this occurred via emotion regulation.

Conclusions

The results help explain why university students with ADHD traits experience greater mental health difficulties than their peers and support the addition of self-compassion training in interventions that aim to support them.

Preregistration

This study is not preregistered.

vorige artikel Exploring the Cross-cultural Applicability of a Brief Compassionate Mind Training: a Study Comparing Sri Lankan and UK People

volgende artikel Understanding the Experiences of How Mindfulness is Used by People with Cystic Fibrosis: Barriers and Enablers

Adler, L. A., Spencer, T., Faraone, S. V., Kessler, R. C., Howes, M. J., Biederman, J., & Secnik, K. (2006). Validity of pilot Adult ADHD Self-Report Scale (ASRS) to rate adult ADHD symptoms. Annals of Clinical Psychiatry, 18(3), 145–148. https://doi.org/10.1080/10401230600801077CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Anastopoulos, A. D., DuPaul, G. J., Weyandt, L. L., Morrissey-Kane, E., Sommer, J. L., Rhoads, L. H., Murphy, K. R., Gormley, M. J., & Gudmundsdottir, B. G. (2018). Rates and patterns of comorbidity among first-year college students with ADHD. Journal of Clinical Child & Adolescent Psychology, 47(2), 236–247. https://doi.org/10.1080/15374416.2015.1105137CrossRef

Anastopoulos, A. D., Smith, T. F., Garrett, M. E., Morrissey-Kane, E., Schatz, N. K., Sommer, J. L., Kollins, S. H., & Ashley-Koch, A. (2011). Self-regulation of emotion, functional impairment, and comorbidity among children with AD/HD. Journal of Attention Disorders, 15(7), 583–592. https://doi.org/10.1177/1087054710370567CrossRefPubMed

Bakker, A. M., Cox, D. W., Hubley, A. M., & Owens, R. L. (2019). Emotion regulation as a mediator of self-compassion and depressive symptoms in recurrent depression. Mindfulness, 10(6), 1169–1180. https://doi.org/10.1007/s12671-018-1072-3CrossRef

Barkley, R. A. (2015). Emotional dysregulation is a core component of ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp. 81–115). Guilford Press.

Beaton, D. M., Sirois, F., & Milne, E. (2020). Self-compassion and perceived criticism in adults with attention deficit hyperactivity disorder (ADHD). Mindfulness, 11(11), 2506–2518. https://doi.org/10.1007/s12671-020-01464-wCrossRef

Beaton, D. M., Sirois, F., & Milne, E. (2022). Experiences of criticism in adults with ADHD: A qualitative study. PLoS ONE, 17(2), e0263366. https://doi.org/10.1371/journal.pone.0263366CrossRefPubMedPubMedCentral

Becker, S. P., Mehari, K. R., Langberg, J. M., & Evans, S. W. (2017). Rates of peer victimization in young adolescents with ADHD and associations with internalizing symptoms and self-esteem. European Child & Adolescent Psychiatry, 26(2), 201–214. https://doi.org/10.1007/s00787-016-0881-yCrossRef

Beheshti, A., Chavanon, M.-L., & Christiansen, H. (2020). Emotion dysregulation in adults with attention deficit hyperactivity disorder: A meta-analysis. BMC Psychiatry, 20(1), 120. https://doi.org/10.1186/s12888-020-2442-7CrossRefPubMedPubMedCentral

Bjerrum, M. B., Pedersen, P. U., & Larsen, P. (2017). Living with symptoms of attention deficit hyperactivity disorder in adulthood: A systematic review of qualitative evidence. JBI Database of Systematic Reviews and Implementation Reports, 15(4), 1080–1153. https://doi.org/10.11124/JBISRIR-2017-003357CrossRefPubMed

Bjureberg, J., Ljótsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, L.-G., Bjärehed, J., DiLillo, D., Messman-Moore, T., Gumpert, C. H., & Gratz, K. L. (2016). Development and validation of a brief version of the Difficulties in Emotion Regulation Scale: The DERS-16. Journal of Psychopathology and Behavioral Assessment, 38(2), 284–296. https://doi.org/10.1007/s10862-015-9514-xCrossRefPubMed

Bodalski, E. A., Knouse, L. E., & Kovalev, D. (2019). Adult ADHD, emotion dysregulation, and functional outcomes: Examining the role of emotion regulation strategies. Journal of Psychopathology and Behavioral Assessment, 41(1), 81–92. https://doi.org/10.1007/s10862-018-9695-1CrossRef

Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental Review, 28(1), 62–77. https://doi.org/10.1016/j.dr.2007.08.003CrossRefPubMed

Chio, F. H. N., Mak, W. W. S., & Yu, B. C. L. (2021). Meta-analytic review on the differential effects of self-compassion components on well-being and psychological distress: The moderating role of dialecticism on self-compassion. Clinical Psychology Review, 85, 101986. https://doi.org/10.1016/j.cpr.2021.101986CrossRefPubMed

de Girolamo, G., Dagani, J., Purcell, R., Cocchi, A., & McGorry, P. D. (2012). Age of onset of mental disorders and use of mental health services: Needs, opportunities and obstacles. Epidemiology and Psychiatric Sciences, 21(1), 47–57. https://doi.org/10.1017/S2045796011000746CrossRefPubMed

DuPaul, G. J., Weyandt, L. L., O’Dell, S. M., & Varejao, M. (2009). College students with ADHD: Current status and future directions. Journal of Attention Disorders, 13(3), 234–250. https://doi.org/10.1177/1087054709340650CrossRefPubMed

Eagan, M. K., Stolzenberg, E. B., Zimmerman, H. B., Aragon, M. C., Whang Sayson, H., & Rios-Aguilar, C. (2017). The American freshman: National norms fall 2016. Higher Education Research Institute, UCLA.

Eddy, L. D., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Smith, Z., Oddo, L. E., Eadeh, H.-M., & Langberg, J. M. (2018). Longitudinal evaluation of the cognitive-behavioral model of ADHD in a sample of college students with ADHD. Journal of Attention Disorders, 22(4), 323–333. https://doi.org/10.1177/1087054715616184CrossRefPubMed

Eddy, L. D., Eadeh, H.-M., Breaux, R., & Langberg, J. M. (2020). Prevalence and predictors of suicidal ideation, plan, and attempts, in first-year college students with ADHD. Journal of American College Health, 68(3), 313–319. https://doi.org/10.1080/07448481.2018.1549555CrossRefPubMed

Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334–339. https://doi.org/10.1111/j.1467-8624.2004.00674.xCrossRefPubMed

Faraone, S. V., Rostain, A. L., Blader, J., Busch, B., Childress, A. C., Connor, D. F., & Newcorn, J. H. (2019). Practitioner review: Emotional dysregulation in attention-deficit/hyperactivity disorder - implications for clinical recognition and intervention. Journal of Child Psychology and Psychiatry, 60(2), 133–150. https://doi.org/10.1111/jcpp.12899CrossRefPubMed

Ferrari, M., Hunt, C., Harrysunker, A., Abbott, M. J., Beath, A. P., & Einstein, D. A. (2019). Self-compassion interventions and psychosocial outcomes: A meta-analysis of RCTs. Mindfulness, 10(8), 1455–1473. https://doi.org/10.1007/s12671-019-01134-6CrossRef

Finlay-Jones, A. L., Rees, C. S., & Kane, R. T. (2015). Self-compassion, emotion regulation and stress among Australian psychologists: Testing an emotion regulation model of self-compassion using structural equation modeling. PLoS ONE, 10(7), e0133481. https://doi.org/10.1371/journal.pone.0133481CrossRefPubMedPubMedCentral

Fleming, A. P., & McMahon, R. J. (2012). Developmental context and treatment principles for ADHD among college students. Clinical Child and Family Psychology Review, 15(4), 303–329. https://doi.org/10.1007/s10567-012-0121-zCrossRefPubMed

Fogleman, N. D., Slaughter, K. E., Rosen, P. J., Leaberry, K. D., & Walerius, D. M. (2019). Emotion regulation accounts for the relation between ADHD and peer victimization. Journal of Child and Family Studies, 28(9), 2429–2442. https://doi.org/10.1007/s10826-018-1297-8CrossRef

Fong, M., & Loi, N. M. (2016). The mediating role of self-compassion in student psychological health: Self-compassion and psychological health. Australian Psychologist, 51(6), 431–441. https://doi.org/10.1111/ap.12185CrossRef

Frost, J. (2020). Hypothesis testing: An intuitive guide for making data driven decisions. Statistics by Jim Publishing.

Fung, J., Chen, G., Kim, J., & Lo, T. (2021). The relations between self-compassion, self-coldness, and psychological functioning among North American and Hong Kong college students. Mindfulness, 12(9), 2161–2172. https://doi.org/10.1007/s12671-021-01670-0CrossRef

Germer, C., & Neff, K. (2019). Mindful self-compassion (MSC). In I. Ivtzan (Ed.), Handbook of mindfulness-based programmes: Mindfulness interventions from education to health and therapy (pp. 357–367). Routledge. https://doi.org/10.4324/9781315265438-28

Geurts, D. E. M., Schellekens, M. P. J., Janssen, L., & Speckens, A. E. M. (2020). Mechanisms of change in mindfulness-based cognitive therapy in adults with ADHD. Journal of Attention Disorders, 25(9), 1331–1342. https://doi.org/10.1177/1087054719896865CrossRefPubMed

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd Ed.). Guilford Press.

Henry, J. D., & Crawford, J. R. (2005). The short-form version of the Depression Anxiety Stress Scales (DASS-21): Construct validity and normative data in a large non-clinical sample. British Journal of Clinical Psychology, 44(2), 227–239. https://doi.org/10.1348/014466505X29657CrossRefPubMed

Hoaglin, D. C., & Iglewicz, B. (1987). Fine-tuning some resistant rules for outlier labeling. Journal of the American Statistical Association, 82(400), 1147–1149. https://doi.org/10.1080/01621459.1987.10478551CrossRef

Hope, N., Koestner, R., & Milyavskaya, M. (2014). The role of self-compassion in goal pursuit and well-being among university freshmen. Self and Identity, 13(5), 579–593. https://doi.org/10.1080/15298868.2014.889032CrossRef

Inwood, E., & Ferrari, M. (2018). Mechanisms of change in the relationship between self-compassion, emotion regulation, and mental health: A systematic review. Applied Psychology: Health and Well-Being, 10(2), 215–235. https://doi.org/10.1111/aphw.12127CrossRefPubMed

Kessler, R. C., Adler, L. A., Gruber, M. J., Sarawate, C. A., Spencer, T., & Van Brunt, D. L. (2007). Validity of the World Health Organization Adult ADHD Self-Report Scale (ASRS) screener in a representative sample of health plan members. International Journal of Methods in Psychiatric Research, 16(2), 52–65. https://doi.org/10.1002/mpr.208CrossRefPubMedPubMedCentral

Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., Howes, M. J., Jin, R., Secnik, K., Spencer, T., Ustun, T. B., & Walters, E. E. (2005). The World Health Organization Adult ADHD Self-Report Scale (ASRS): A short screening scale for use in the general population. Psychological Medicine, 35(2), 245–256. https://doi.org/10.1017/S0033291704002892CrossRefPubMed

Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Ustun, T. B. (2007). Age of onset of mental disorders: A review of recent literature. Current Opinion in Psychiatry, 20(4), 359–364. https://doi.org/10.1097/YCO.0b013e32816ebc8cCrossRefPubMedPubMedCentral

Keyes, C. L. M., Wissing, M., Potgieter, J. P., Temane, M., Kruger, A., & van Rooy, S. (2008). Evaluation of the mental health continuum–short form (MHC–SF) in Setswana-speaking South Africans. Clinical Psychology & Psychotherapy, 15(3), 181–192. https://doi.org/10.1002/cpp.572CrossRef

Kwon, S. J., Kim, Y., & Kwak, Y. (2018). Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: A qualitative study. Child and Adolescent Psychiatry and Mental Health, 12(1), 12–22. https://doi.org/10.1186/s13034-018-0218-3CrossRefPubMedPubMedCentral

Leary, M. R., Tate, E. B., Adams, C. E., Batts Allen, A., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887–904. https://doi.org/10.1037/0022-3514.92.5.887CrossRefPubMed

Liao, K.Y.-H., Stead, G. B., & Liao, C.-Y. (2021). A meta-analysis of the relation between self-compassion and self-efficacy. Mindfulness, 12(8), 1878–1891. https://doi.org/10.1007/s12671-021-01626-4CrossRef

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335–343. https://doi.org/10.1016/0005-7967(94)00075-UCrossRefPubMed

MacBeth, A., & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology. Clinical Psychology Review, 32(6), 545–552. https://doi.org/10.1016/j.cpr.2012.06.003CrossRefPubMed

Mak, A. D. P., Lee, S., Sampson, N. A., Albor, Y., Alonso, J., Auerbach, R. P., Baumeister, H., Benjet, C., Bruffaerts, R., Cuijpers, P., Ebert, D. D., Gutierrez-Garcia, R. A., Hasking, P., Lapsley, C., Lochner, C., & Kessler, R. C. (2021). ADHD comorbidity structure and impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS). Journal of Attention Disorders, 26(8), 1078–1096. https://doi.org/10.1177/10870547211057275CrossRefPubMed

Meinzer, M. C., Felton, J. W., Oddo, L. E., Rubin, K. H., & Chronis-Tuscano, A. (2021). Do ADHD symptoms and relationship quality with mothers and best friends across high school predict depressive symptoms for adolescents? Journal of Attention Disorders, 25(12), 1699–1711. https://doi.org/10.1177/1087054720923088CrossRefPubMed

Muris, P., & Petrocchi, N. (2017). Protection or vulnerability? A meta-analysis of the relations between the positive and negative components of self-compassion and psychopathology. Clinical Psychology & Psychotherapy, 24(2), 373–383. https://doi.org/10.1002/cpp.2005CrossRef

Nankoo, M. M. A., Palermo, R., Bell, J. A., & Pestell, C. M. (2019). Examining the rate of self-reported ADHD-related traits and endorsement of depression, anxiety, stress, and autistic-like traits in Australian university students. Journal of Attention Disorders, 23(8), 869–886. https://doi.org/10.1177/1087054718758901CrossRefPubMed

Naragon-Gainey, K., McMahon, T. P., & Park, J. (2018). The contributions of affective traits and emotion regulation to internalizing disorders: Current state of the literature and measurement challenges. The American Psychologist, 73(9), 1175–1186. https://doi.org/10.1037/amp0000371CrossRefPubMedPubMedCentral

Neff, K. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032CrossRef

Neff, K. (2003b). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027CrossRef

Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287. https://doi.org/10.1080/13576500444000317CrossRef

Neff, K. D., Long, P., Knox, M. C., Davidson, O., Kuchar, A., Costigan, A., Williamson, Z., Rohleder, N., Tóth-Király, I., & Breines, J. G. (2018). The forest and the trees: Examining the association of self-compassion and its positive and negative components with psychological functioning. Self and Identity, 17(6), 627–645. https://doi.org/10.1080/15298868.2018.1436587CrossRef

Neff, K. D., Tóth-Király, I., Yarnell, L. M., Arimitsu, K., Castilho, P., Ghorbani, N., Guo, H. X., Hirsch, J. K., Hupfeld, J., Hutz, C. S., Kotsou, I., Lee, W. K., Montero-Marin, J., Sirois, F. M., de Souza, L. K., Svendsen, J. L., Wilkinson, R. B., & Mantzios, M. (2019). Examining the factor structure of the Self-Compassion Scale in 20 diverse samples: Support for use of a total score and six subscale scores. Psychological Assessment, 31(1), 27–45. https://doi.org/10.1037/pas0000629CrossRefPubMed

Osman, A., Wong, J. L., Bagge, C. L., Freedenthal, S., Gutierrez, P. M., & Lozano, G. (2012). The Depression Anxiety Stress Scales—21 (DASS-21): Further examination of dimensions, scale reliability, and correlates. Journal of Clinical Psychology, 68(12), 1322–1338. https://doi.org/10.1002/jclp.21908CrossRefPubMed

Öster, C., Ramklint, M., Meyer, J., & Isaksson, J. (2020). How do adolescents with ADHD perceive and experience stress? An interview study. Nordic Journal of Psychiatry, 74(2), 123–130. https://doi.org/10.1080/08039488.2019.1677771CrossRefPubMed

Phillips, W. J., & Ferguson, S. J. (2013). Self-compassion: A resource for positive aging. The Journals of Gerontology Series b: Psychological Sciences and Social Sciences, 68(4), 529–539. https://doi.org/10.1093/geronb/gbs091CrossRefPubMed

Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63(1), 539–569. https://doi.org/10.1146/annurev-psych-120710-100452CrossRefPubMed

Safren, S. A., Sprich, S., Chulvick, S., & Otto, M. W. (2004). Psychosocial treatments for adults with attention-deficit/hyperactivity disorder. Psychiatric Clinics of North America, 27(2), 349–360. https://doi.org/10.1016/S0193-953X(03)00089-3CrossRefPubMed

Seymour, K. E., Chronis-Tuscano, A., Iwamoto, D. K., Kurdziel, G., & MacPherson, L. (2014). Emotion regulation mediates the association between ADHD and depressive symptoms in a community sample of youth. Journal of Abnormal Child Psychology, 42(4), 611–621. https://doi.org/10.1007/s10802-013-9799-8CrossRefPubMedPubMedCentral

Sirois, F. M. (2014). Procrastination and stress: Exploring the role of self-compassion. Self and Identity, 13(2), 128–145. https://doi.org/10.1080/15298868.2013.763404CrossRef

Surman, C. B. H., Biederman, J., Spencer, T., Miller, C. A., McDermott, K. M., & Faraone, S. V. (2013). Understanding deficient emotional self-regulation in adults with attention deficit hyperactivity disorder: A controlled study. ADHD Attention Deficit and Hyperactivity Disorders, 5(3), 273–281. https://doi.org/10.1007/s12402-012-0100-8CrossRefPubMed

Van Eck, K., Ballard, E., Hart, S., Newcomer, A., Musci, R., & Flory, K. (2015). ADHD and suicidal ideation: The roles of emotion regulation and depressive symptoms among college students. Journal of Attention Disorders, 19(8), 703–714. https://doi.org/10.1177/1087054713518238CrossRefPubMed

Vasko, J. M., Oddo, L. E., Meinzer, M. C., Garner, A., & Chronis-Tuscano, A. (2020). Psychosocial interventions for college students with ADHD: Current status and future directions. The ADHD Report, 28(4), 5–12. https://doi.org/10.1521/adhd.2020.28.4.5CrossRef

Westerhof, G. J., & Keyes, C. L. M. (2010). Mental illness and mental health: The two continua model across the lifespan. Journal of Adult Development, 17(2), 110–119. https://doi.org/10.1007/s10804-009-9082-yCrossRefPubMed

Willoughby, D., & Evans, M. A. (2019). Self-processes of acceptance, compassion, and regulation of learning in university students with learning disabilities and/or ADHD. Learning Disabilities Research & Practice, 34(4), 175–184. https://doi.org/10.1111/ldrp.12209CrossRef

Zanon, C., Brenner, R. E., Baptista, M. N., Vogel, D. L., Rubin, M., Al-Darmaki, F. R., Gonçalves, M., Heath, P. J., Liao, H.-Y., Mackenzie, C. S., Topkaya, N., Wade, N. G., & Zlati, A. (2021). Examining the dimensionality, reliability, and invariance of the Depression, Anxiety, and Stress Scale–21 (DASS-21) across eight countries. Assessment, 28(6), 1531–1544. https://doi.org/10.1177/1073191119887449CrossRefPubMed

Zessin, U., Dickhäuser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7(3), 340–364. https://doi.org/10.1111/aphw.12051CrossRefPubMed

Titel: Well-being and Distress in University Students with ADHD Traits: the Mediating Roles of Self-Compassion and Emotion Regulation Difficulties
Auteurs: Glenda M. Farmer
Jeneva L. Ohan
Amy L. Finlay-Jones
Donna M. Bayliss
Publicatiedatum: 31-12-2022
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-022-02051-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Method

Results

Conclusions

Preregistration

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2023

Correction to: Becoming Self‑compassionate Step by Step — a Field Study on the Effect of Long‑distance Walking on Self‑compassion in Hikers Traveling the Camino Francés

Paternal Attachment in the First Five Years: the Role of Self-compassion, Negative Emotional Symptoms, Parenting Stress, and Parent Self-efficacy

Exploring the Cross-cultural Applicability of a Brief Compassionate Mind Training: a Study Comparing Sri Lankan and UK People

Childhood Interpersonal Trauma and Relationality Among Profiles of Mindfulness Facets

Minding the Gap: Attending to Implementation Science and Practice in School-Based Mindfulness Program Research

The Protective Effect of Trait Mindfulness on the Associations Between Negative Perfectionism and Suicidal Ideation Among Chinese Adolescents: A Longitudinal Moderated Mediation Model