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Graduate Student Journal of Psychology                                                                             Copyright 2010 by the Department of Counseling & Clinical Psychology  
2010, Vol. 12                                                                                                                        Teachers College, Columbia University                          
  

 
 A Facet-Level Analysis on the Associations between Mindfulness and 

Attachment Styles  
 

Angela E. Lee-Winn 
University of Washington 

Yuet Juhn Tse 
University of Washington 

 
Gareth I. Holman 

University of Washington 
Jeremy W. Luk 

University of Washington 
 
Practicing mindfulness generally results in improved psychological health, behavioral 
regulation, and relationship functioning.  Attachment style describes how children and 
adults respond to relationship stress.  A recent correlational study by Shaver, Lavy, Saron, 
and Mikulincer (2007) demonstrated direct links between facets of mindfulness and 
attachment styles in a sample of adults who volunteered to participate in a meditation 
retreat trial.  The current study tested if these associations can be generalized to a college 
sample of 204 undergraduate students who were not involved in a meditation trial.  

mindfulness and attachment styles in college students.  Findings highlight the possibility 
that mindfulness and attachment styles may share common underlying processes.  
Implications for theory and clinical practice of mindfulness are discussed. 

 
 

Mindfulness can be defined as the nonjudgmental 
awareness of what is taking place in the present moment 
(Brown & Ryan, 2003; Dimidjian & Linehan, 2003; Kabat-
Zinn, 1994; Marlatt & Kristeller, 1999).  Interventions 
utilizing mindfulness skills training in a clinical setting 
have been developed (Baer, 2003) demonstrating that the 
practice of mindfulness leads to a variety of positive 
physical and psychological health outcomes.  Because its 
usefulness has largely been established based on treatment 
outcome studies, little is known about how early life 
experience and development impacts subsequent levels of 
mindfulness.  Understanding the associations between 
facets of mindfulness and attachment style is one way to 
address this gap in the literature.  This is an important 
research question because it may highlight the importance 
of promoting secure attachment style early in life, given its 
association with higher levels of mindfulness.  
 
 

                                                                                                  
 
Angela E. Lee-Winn, Department of Psychology, University of 

Washington; Yuet Juhn Tse, Department of Psychology, 
University of Washington; Gareth I. Holman, Department of 
Psychology, University of Washington; Jeremy W. Luk, 
Department of Psychology, University of Washington 

Correspondence concerning this article should be addressed to 
Jeremy W. Luk, Department of Psychology, University of 
Washington, Box 351525, Seattle, WA 98195-1525. Email: 
jwluk@uw.edu.  

M indfulness as a M ulti-faceted Construct 
 
Mindfulness as a psychological construct has primarily 

been examined in the context of clinical research.  Practices 
associated with mindfulness, such as transcendental 
meditation, were introduced into Western treatments for 
psychological problems (Candelent & Candelent, 1975) and 
substance abuse (Shafii, Lavely, & Jaffe, 1975) as early as 
the 1970s.  In recent years, interests in mindfulness research 
have grown rapidly in clinical psychology (Hayes, Follette, 
& Linehan, 2004) and across the disciplines of psychology 
and neuroscience (Davidson & Lutz, 2008).  Research 
demonstrates that mindfulness is associated with a variety 
of positive outcomes, including lower stress reactivity, 
improved mental and physical health, greater relationship 
satisfaction, improved responses to relationship conflict, 
and improved self-regulation (Brown & Ryan, 2003; 
Brown, Ryan, & Creswell, 2007).  In addition, a range of 
mindfulness practices (i.e., techniques for increasing 
mindfulness) are associated with improved outcomes for a 
variety of physical and mental health problems, including 
depression, alcohol use, and chronic pain (Baer, 2003). 

Despite its clinical utility, one persistent issue in the 
field of mindfulness research is the generation of an 
adequate operational definition and corresponding 
measurement methods of the construct.  To date, different 
researchers have defined mindfulness in various ways (e.g., 
Bishop, Lau, Shapiro, Carlson, & Anderson, 2004; Kabat-
Zinn, 1994; Linehan, 1993).  Moreover, existing 

mailto:jwluk@uw.edu


LEE-WINN, JUHN TSE, HOLMAN, & LUK 

   32 

measurements of mindfulness have focused on self-report 
questionnaires and the proliferation of self-report measures 
has complicated assessment and construct definition (see 
Baer, Smith, & Allen, 2004 for a review).  As such, one 
debate in the field has to do with the overarching question, 

takes a multi-dimensional facet approach, with facets 
corresponding to separate dimensions of the mindfulness 
construct that are derived statistically through factor 
analysis, rather than based on observation or theory alone 
(Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006). 

The current study defines mindfulness as the awareness 
of the present moment in a nonjudgmental manner, and 
recognizes five different facets of mindfulness including: 
(1) nonreactivity to inner experience, such as refraining 
from impulsive reactions, (2) observing and attending to 
sensations, perception, thoughts, and/or feelings, such as 
paying attention to the intensity/location/duration of bodily 
sensations or the pitch/volume/tone quality of sounds, (3) 
acting with awareness, concentration, and nondistraction, 

undivided attention, (4) describing and labeling with words, 

emotions nonjudgmentally, and (5) nonjudging of 
experience, such as refraining from judgments or self-
criticism about having an experience (Baer et al., 2006).  
Using the multi-facet approach, this study explores whether 
individual dimensions of the mindfulness construct have 
differential associations with different attachment styles.  
 
A ttachment Styles 

Attachment theory and research developed primarily 
through the work of John Bowlby (1982), a British 
psychiatrist and psychoanalyst, and Mary Ainsworth, an 
American developmental psychologist (Ainsworth & 
Bowlby, 1991).  Bowlby (1982) argued that attachment 

experience in a variety of contexts (most saliently in 
relationships) throughout the life span constituting a 

theory, Ainsworth systematically studied individual 
differences in the attachment responses of infants.  She 
eventually developed a standardized measurement protocol 
and a corresponding classification system for categorizing 
normative, (i.e., secure) attachment and dysfunctional 
attachment (i.e., insecure).  The insecure attachment 
categories were (1) anxious-resistant, where the child 
exhibited extreme distress upon separation from the 
primary caregiver/parent and ambivalence towards the 
parent upon reunion, and (2) avoidant, where the child 
exhibited low levels of distress upon separation from the 
primary caregiver/parent and indifference to or avoidance 
of the parent upon reunion (Ainsworth, Blehar, Waters, & 
Wall, 1978). 

With the continuation of empirical research, attachment 
theory has been significantly revised and expanded.  For 
example, Shaffer (2007) argued that attachment theory has 
become the dominant approach to understanding early 
social development.  In addition, the application of 
attachment theory has been extended to explain different 
styles of interpersonal relationships among adults (Hazan & 
Shaver, 1987; Fraley, 2002).  Subsequent studies have 
focused on assessment of attachment security along two 
continuous dimensions of anxiety and avoidance (Brennan, 
Clark, & Shaver, 1998).  These studies have generally 
found that adults high in attachment avoidance tend to 
minimize the importance of close relationships and respond 
to relationship stress by withdrawing and avoiding.  In 
addition, adults high in attachment anxiety tend to be 
preoccupied with potential abandonment and respond with 
great anxiety when relationship security and closeness are 
threatened.  On the other hand, securely attached adults 
(low in avoidance and anxious attachments) respond 
flexibly and adaptively to relationship stress and report high 
levels of satisfaction and connection in their relationships.  
Decades of correlational and experimental priming studies 
have demonstrated that attachment security in adults is 
related to a range of psychological and health-related 
variables, including relationship quality, depression and 
anxiety, somatic symptoms, and work performance 
(Mikulincer & Shaver, 2007).  
 
Relationship between M indfulness and A ttachment 
Styles 

Mindfulness is a state of mind in which attention is 
directed in an open and flexible way to the present moment 
(Brown & Ryan, 2003; Dimidjian & Linehan, 2003; Kabat-
Zinn, 1994; Marlatt & Kristeller, 1999).  In terms of 
psychological function, mindfulness involves the 
deployment or regulation of attention to present experience 
in a manner that is not distorted by negative thoughts, and 
where the impact of negative emotion is minimized (Brown 
& Ryan, 2003; Brown et al., 2007).  The tradition of 
mindfulness has also produced a well-articulated set of 
methods for teaching mindfulness, contributing to the 
embrace of mindfulness teachings by clinical psychologists 
(Baer, 2003). 

Attachment theory describes a similar set of self and 
emotion regulatory functions that are situated within a 
specific interpersonal and developmental context (Shaffer, 
2007).  In particular, secure attachment appears to have 
specific features in common with a mindful state of 
awareness. For example, both serve a self-regulatory 
function in the face of threats, and both involve flexible 
openness to the moment, rather than preoccupation with 
threat (as in attachment anxiety) or avoidance of threat (as 
in attachment avoidance).  In addition, secure attachment 
nurtured by positive parenting practices appears to have 
much in common with mindfulness, including attentiveness 
and tempered reactivity (Laranjo, Bernier, & Meins, 2008), 



MINDFULNESS AND ATTACHMENT STYLES 

   33 

and suggests a sequence in which mindful parents may 
produce securely attached children, who in turn may 
become mindful and securely attached adults and parents. 

Only a few studies have empirically evaluated the 
relationship between mindfulness and attachment.  Shaver, 
Lavy, Saron, and Mikulincer (2007) reported data from 70 
experienced adult meditators who participated in an 
intensive full-time meditation training retreat for three 
months.  Attachment anxiety and attachment avoidance 
predicted all five facets of mindfulness, as assessed by 

-facet assessment, accounting for 10 to 
38 percent of the variance in mindfulness.  Taken together, 
attachment avoidance and anxiety accounted for 42% of the 
variance in the total mindfulness scores.  In addition, Walsh 
and colleagues (2009) studied trait anxiety, attachment 
anxiety and avoidance, attentional control, and mindfulness 
in two separate correlational studies involving 127 
psychology students and university staff members.  With 
the exception of attachment avoidance, mindfulness scores 
were predicted by trait anxiety, attentional control, and 
attachment anxiety.  Finally, in a sample of psychology 
undergraduates, securely attached individuals reported 
significantly higher levels of mindfulness than insecurely 
attached individuals (Cordon & Finney, 2008). 

In summary, the relationship between mindfulness and 
attachment styles has only been studied by a small number 
of researchers, and not all have explored this relationship on 
the facet-level.  Importantly, Shaver and colleagues (2007) 
demonstrated that the strength of the relationship between 
the two insecure attachment styles and mindfulness varies 
across different facets of mindfulness in a sample of 
experienced meditators.  The purpose of the current study 
was to replicate the study by Shaver et al. (2007) using a 
college sample in which students may or may not be 
experienced meditators.  The exploratory hypothesis of this 
study was to examine whether different facets of 
mindfulness relate differentially to either an anxious or 
avoidant attachment style. 

 
M ethod 

 
Participants 

Participants were male and female undergraduates over 
the age of 18 and of diverse ethnic backgrounds, who were 
recruited from the psychology human subject pool at a large 
university located in the Pacific Northwest of the United 
States from January 2008 to March 2008.  A total of 222 
undergraduate students participated in this study.  During 
data analyses, 18 participants were screened out because of 
invalid or missing demographic information, including age, 
gender and/or ethnicity.  Finalized data analyses included 
204 participants.  General demographics of all participants 
were the following: 61.8% were female with mean age of 
19.38 (SD = 1.60); 45.6% were Caucasian, 36.3% were 
Asian, 4.4% were Native Hawaiian or Pacific Islander, and 
13.7% were mixed or others ethnicities. Previous 

meditation experience was not required to participate in this 
study. 
 
Procedure 

Questionnaire packets were distributed to all 
undergraduate students who agreed to participate.  All 
participants were then given an hour to complete the 
questionnaires and received extra course credit for their 
participation.  Participants were allowed to leave anytime 
during the experiment and were debriefed following 
completion. 
 
M easures 

Questionnaire packets included demographic questions 
(i.e., age, gender, and ethnicity), the Five Facet Mindfulness 
Questionnaire (FFMQ; Baer et al., 2006), and the 
Experiences in Close Relationships Scale (ECRS; Brennan, 
Clark, & Shaver, 1998).  The FFMQ was used to measure 
the five different facets of mindfulness, including the ability 
to (1) observe, (2) describe, (3) act with awareness, (4) be 
nonjudgmental, and (5) be non-reactive.  This scale, as well 
as the individual five facets, has shown to be reliable 
(

.  The ECRS was used to 
measure adult attachment style based around two factors 
analytically derived from the primary constructs of 
avoidance and anxiety.  

 
Results 

 
The aim of the present study was to investigate whether 

different facets of mindfulness correlate with anxious 
attachment style or avoidant attachment style. To 
understand the relationships between the five facets of 
mindfulness and attachment styles, we c
correlations.  In addition, multiple regression analyses were 
conducted to evaluate the strength of all five facets 
combined in predicting attachment styles. 

Pearson's correlations between mindfulness subscales 
and attachment styles were used (see Table 1). Mindfulness 
total score was negatively correlated with both anxious 
attachment style (r = -.34, p < .01) and avoidant attachment 
style (r = -.36, p < .01).  Observe was negatively correlated 
with avoidant attachment style (r = -.19, p < .01).  Describe 
was negatively correlated with avoidant attachment style (r 
= -.23, p < .01).  Acting with awareness was negatively 
correlated with anxious attachment style (r = -.32, p < .01) 
and avoidant attachment style (r = -.29, p < .01).  Lastly, 
nonjudging was negatively correlated with anxious 
attachment style (r = -.47, p < .01) and avoidant attachment 
style (r = -.25, p < .01).  

In addition, the variability of strength among the five 
facets in association with attachment styles also exists when 
all five facets were combined into a single model for 
predicting anxious attachment style and avoidant  



LEE-WINN, JUHN TSE, HOLMAN, & LUK 

   34 

 
Table 1  
 
Pearson Correlation Coefficients Showing Links between 
Attachment Styles and Mindfulness Scores 

 Attachment Styles 
Mindfulness 
Scores 

Anxious 
Attachment 

Avoidant 
Attachment 

Nonreactivity -.13 -.09 
Observe .12 -.19* 
Describe -.14 -.23* 
Acting with 
awareness -.32* -.29* 

Nonjudging -.47* -.25* 
Total Score -.34* -.36* 
Note. * p < .01. 
 
attachment styles.  In Table 2, multiple regression 
analysesshow that observe (ß = -.15, p < .05), acting with 
awareness (ß = -.18, p < .05), and nonjudging (ß = -.19, p < 
.05) were negatively associated with avoidant attachment 
style, while only acting with awareness (ß = -.20, p < .01) 
and nonjudging (ß = -.38, p < .001) were negatively 
associated with anxious attachment style.  In practical 
terms, both anxious and avoidant attachment styles were 
associated with absent-mindedness at the present moment 
and the tendency to judge and self-evalu
experience.  For avoidant attachment style, it was also 

sensations and feelings. 
 

Discussion 
 

The purpose of this study was to investigate whether 
different facets of mindfulness are associated with different 
kinds of insecure attachment style.  The results supported 
the hypothesis that different facets of mindfulness would be 
differentially related to attachment styles.  To such an 

extent, the identification of differential relationships 
between attachment style and mindfulness on a facet level 
was consistent with the study by Shaver et al. (2007).  In 
brief, both anxious and avoidant attachment style were 
significantly associated with lower mindfulness scores.  
Anxious attachment style was negatively associated with all 
facets of mindfulness except observe.  Avoidant attachment 
style was significantly associated with all facets of 
mindfulness except nonreactivity. 

However, findings of the present study differed in the 
sense that we found weaker associations between 
mindfulness and attachment styles.  In particular, 
nonreactivity was not significantly related with either 
attachment style.  One possible explanation for this pattern 
is the differences in participants in the two studies.  

who were all experienced meditators over the age of 50, we 
used college undergraduate students who may or may not 
have previous meditation experience.  As non-meditators 
are often less familiar with accurately describing and 
labeling their feelings when compared to experienced 
meditators (Thompson & Waltz, 2007), it is possible that 
this difference in the sample partly accounted for the 

Specifically, Thompson and Waltz (2007) argued that 
through meditation individuals learn to accept, describe, 
and label their emotions accurately enabling them to 
understand and express their emotional experience.  They 
suggested that non-meditators may have a harder time 
accurately describing and labeling their emotions.  This 
implies that the amount of meditation experience may affect 
the way participants comprehend the questionnaire items 
because of the relative lack of experience with meditation.  

Several other limitations should be noted in the study.  
First, this study relied on the self-report method and may be 
vulnerable to response bias.  Second, the data is 
correlational in nature and no causal relationship can be 
drawn.  Third, all participants of the study were 
undergraduate students and information regarding their 

 
Table 2 
 
Multiple Regression Analysis Predicting Anxious Attachment and Avoidant Attachment Using F ive Facets of Mindfulness 
Variable B SE  P 
Anxious A ttachment     
Nonreactivity -.449 .340 -.089 .189 
Observe .474 .266 .125 .076 
Describe -.045 .238 -.014 .852 
Acting with awareness -.769 .276 -.198** .006 
Nonjudging -1.099 .201 -.377*** < 0.001 
Avoidant A ttachment     
Nonreactivity .012 .373 .002 .975 
Observe -.584 .291 -.151* .046 
Describe -.250 .263 -.078 .342 
Acting with awareness -.700 .306 -.175* .023 
Nonjudging -.562 .219 -.189* .011 
Note. * p < .05, ** p < .01, *** p < .001 



MINDFULNESS AND ATTACHMENT STYLES 

   35 

previous meditation experiences was not assessed.  Thus, 
the generalizability of these findings remains to be tested 
and future studies should examine the potential effect of 
prior meditation experiences. 

Despite its limitations, the present study adds to the 
current literature by demonstrating the relationship between 
attachment style and different facets of mindfulness.  
Mindfulness and attachment appear to capture related 
fundamental processes by which human beings self-regulate 
behavior and emotion.  In this way, mindfulness and 
attachment share much in common.  One immediate 
implication is to consider attachment style and mindfulness 
practice in clinical research and practice. An important area 
of future research is to examine if attachment style or level 
of mindfulness moderates treatment effects.  Clinicians 
could then tailor treatments (i.e., using mindfulness) to 
individuals with different attachment styles.  

From a developmental perspective, investigating the 
association between mindfulness and attachment may 
provide insight into how to raise emotionally healthy 
individuals from early stages of development.  Further 
understanding of the relationship between mindfulness and 
attachment may suggest more effective ways of promoting 
long-term positive health outcomes and preventing 
childhood mental disorders.  Future research might address 
whether attachment styles influence mindfulness skills or 
vice versa using longitudinal research methods.  
Specifically, mindfulness can be perceived on both sides of 
the attachment transaction.  That is, mothers who produce 
infants with secure attachment should demonstrate mindful 
qualities and, as the correlational research suggests, infants 
who demonstrate a secure attachment should subsequently 
demonstrate higher degrees of mindfulness.  These 
hypotheses should be directly assessed empirically.  
Following this line of theory, intervention researchers have 
initiated an exploratory study of mindfulness training as an 
intervention for increasing the chances of secure attachment 
between infant and mother (Bialy, 2006). 

More generally, this study supports the utility of 
applying the facet model of mindfulness, as different facets 
of mindfulness have been shown to differentially associate 
with attachment styles.  The facet structure of mindfulness 
can be useful when teaching such skills to patients in 
therapy.  Furthermore, a facet-level analysis of mindfulness 
may provide a more accurate and precise account of how 
mindfulness relates to other psychological constructs in 
research studies.  For instance, Evans, Baer, and 
Segerstrom, (2009) have demonstrated that the nonjudging 
and nonreactivity facets of mindfulness were predictive of 
persistence and self-regulation.  Further research examining 
how mindfulness relates to other psychological constructs 
will inform how to integrate mindfulness training into 
clinical intervention.  

 

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