Gregory S. Seibert

Understanding the physiology of mindfulness: aortic hemodynamics and heart rate variability.

Abstract Data were collected to examine autonomic and hemodynamic cardiovascular modulation underlying mindfulness from two independent samples. An initial sample (N = 185) underwent laboratory assessments of central aortic blood pressure and myocardial functioning to investigated the association between mindfulness and cardiac functioning. Controlling for religiosity, mindfulness demonstrated a strong negative relationship with myocardial oxygen consumption and left ventricular work but not heart rate or blood pressure. A second sample (N = 124) underwent a brief (15 min) mindfulness inducing intervention to examine the influence of mindfulness on cardiovascular autonomic modulation via blood pressure variability and heart rate variability. The intervention had a strong positive effect on cardiovascular modulation by decreasing cardiac sympathovagal tone, vasomotor tone, vascular resistance and ventricular workload. This research establishes a link between mindfulness and cardiovascular functioning via correlational and experimental methodologies in samples of mostly female undergraduates. Future directions for research are outlined.

Impact of a motivated performance task on autonomic and hemodynamic cardiovascular reactivity

Abstract Motivated performance (MP) tasks include mental stressors characterized by a high degree of motivation, individual engagement, and sympathetic overstimulation. It is therefore important to document the independent influence of motivation apart from engagement on markers of cardiovascular autonomic modulation, including vasomotor tone (low-frequency systolic blood pressure, LFSBP), blood pressure homeostasis (baroreflex sensitivity, BRS), and myocardial oxygen consumption (rate pressure product, RPP). Accordingly, an arithmetic task (AT) was used to manipulate motivation to evaluate its impact on cardiovascular reactivity. Forty-two young adults (Mage = 20.21 years, SD = 2.09) qualified for the study. After a 10-min resting period, electrocardiogram and finger beat-to-beat blood pressure were recorded at three distinct 5-min stages: baseline (BASE), AT, and recovery (REC). Prior to AT initiation, participants were randomized into two groups based on directions stating that the AT task was either designed to be entertaining and fun (low MP, LMP) or a test diagnostic of one’s intelligence (high MP, HMP). Independent of task engagement ratings, motivation to complete the AT task as well as solution success was significantly greater in the HMP than the LMP condition. Regarding physiological parameters, two (LMP vs. HMP) × three (BASE, AT, REC) repeated measures ANOVAs revealed no significant baseline differences but a significant higher order interaction indicating that in comparison to LMP, individuals in the HMP condition had significantly higher vasomotor tone and myocardial oxygen consumption but not BRS. Greater motivation during a performance task may provide the substrate for the development of adverse cardiovascular events by increasing sympathetic activity and ultimately increasing myocardial oxygen demand which could lead to acute coronary syndromes.

School burnout and heart rate variability: risk of cardiovascular disease and hypertension in young adult females

Abstract Emerging research documents the relationship between school burnout and some indicators of increased cardiovascular risk. Indicators of cardiovascular functioning assessed via ambulatory blood pressure and heart rate variability (HRV) have not been thoroughly explored in this research domain. Therefore, the current study examined relationships between school burnout and indicators of cardiac functioning via 24 h ambulatory blood pressure (BP) and electrocardiogram monitoring in a sample of young adult female undergraduates (N = 88). Two hypotheses were tested: (1) that independent of related negative affective symptomology (depression and anxiety), increased school burnout would be related to greater systolic and diastolic BP, higher low frequency (LF) HRV and lower very low frequency (VLF) HRV, and (2) that lower VLF would be related to greater school burnout independently of LF HRV. Hierarchical multiple regression analyzes showed that school burnout was significantly related to elevated ambulatory BP (systolic and diastolic) and HRV markers of increased cardiac sympathovagal tone. These findings support the hypotheses and suggest that school burnout might be implicated in the development of pre-hypertension or early cardiovascular disease. Study limitations and the need for future longitudinal research are discussed.

Dispositional self-control: relationships with aerobic capacity and morning surge in blood pressure

Abstract The psychological, behavioral and psychosocial implications of self-control are well established, but relatively little is known about its implications for physical health. This study examined the association between self-control and two important indicators of cardiovascular risk: morning blood pressure surge (MBPS) and maximum oxygen consumption (VO2max). Undergraduate students (N = 78) completed a measure of dispositional self-control (Brief Self-Control Scale), participated in a 24-h ambulatory assessment of heart rate (HR) and blood pressure (BP), and completed the YMCA Cycle Ergometer Submaximal Test. Regression analyzes yielded a significant positive relationship between self-control and VO2max. Results also indicated a significant negative association between self-control and MBPS, independent of average 24-h blood pressure and VO2max scores. These findings expand our understanding of the relationship between dispositional self-control and MBPS. Study limitations and directions for future research are discussed.

Self-regulatory biofeedback training: an intervention to reduce school burnout and improve cardiac functioning in college students

Abstract With the detrimental relationship between school burnout and physiological and cognitive functioning now well documented, interventions to ameliorate school burnout symptomology are needed. This study examined the effectiveness of a self-regulatory biofeedback intervention program (Heart Rate Variability Coherence Biofeedback Training [HRVCB]) in contrast to a protocol demonstrated to produce cognitive and physiological improvements (a high intensity interval training protocol [HIIT]) as well as a wait-list control condition at decreasing school burnout in an American collegiate sample (N = 90). Intervention training was conducted over a 4-week span (three sessions per week) with accompanying baseline and post-intervention assessments. In addition to measurements of school burnout and negative affect (depression and anxiety), intervention influences on cognition (via a serial subtraction task) and physiology (hemodynamics, electrocardiography, and a submaximal cardiorespiratory fitness test) were explored. Findings indicate HRVCB training significantly decreased school burnout and increased mathematical performance from pre- to post-intervention measurement. These changes did not occur for HIIT or waitlist participants. Brachial and aortic systolic blood pressure decreased pre to post-intervention for HRVCB but not HIIT or waitlist participants. Cardiovascular fitness (VO2max) improved pre to post-intervention for HIIT but not HRVCB or waitlist participants. Also, both HRVCB and HIIT training participants decreased heart rate from pre to post-intervention but not waitlist participants. Finally, all participants decreased cardiac sympathovagal tone from pre to post-intervention. These findings provide evidence that HRVCB training programs can decrease school burnout as well as improve components associated with cardiac health. Study limitations and directions for future research are discussed.

Managing Stress and School: The Role of Posttraumatic Stress in Predicting Well-Being and Collegiate Burnout

Experiencing a traumatic event is generally posited to increase vulnerability. Informed by a stress process framework, this study investigated the relation of posttraumatic stress to depressive symptoms, risky drinking, and school burnout in emerging adulthood, a developmental period during which common behavioral and psychological disorders reach their peak. Whether self-control acts as a mechanism linking posttraumatic stress to these outcomes was also examined. Using a short-term longitudinal design (N = 373 undergraduate students), we found a direct, positive association between heightened levels of posttraumatic stress and heightened depressive symptoms, risky drinking, and school burnout. Posttraumatic stress was also indirectly linked to depressive symptoms, risky drinking, and school burnout via self-control. Experiences of posttraumatic stress are thought to erode self-control capacity, and depleted self-control is thought to be adversely associated with mental health, decision-making, and school success. Implications for intervention across multiple lines of defense are discussed.