Mind your couple: A study of the relationship between mindfulness state and purchase behavior

Tsz Yan WONG

Research output: ThesisBachelor's Theses


Objectives: Previous research have shown that there is a strong relationship between mindfulness and individual decision making style (EnginDeniz, Akdeniz and Özteke, 2015), but very few of them discussed dyadic decision making process (Simpson, Griskevicius and Rothman, 2012). To fill this research gap, the study aims to examine the relationship between mindfulness and decision making styles in purchasing behaviors among couples. Methods: Forty-five pairs of couples were recruited and randomly assigned into the control group, the simple breathing group and the full mindfulness practice group. The two experimental groups did a guided mindfulness practice while the control group watched a cartoon movie. The couples were then asked to discuss among themselves three situations that involved various constraints which triggered three stress levels (normal, medium and high) and made a purchasing decision afterwards. The discussion was videotaped. Finally, a rater who was blinded to the hypothesis rated the couples’ behaviors for the classification of discussion styles. Results: The three groups did not differ in discussion styles in the normal and medium stress level conditions, but significantly differed in the high stress level condition. After the mindfulness practices, couples changed their discussion style from maladaptive discussion styles to compromised style. Conclusion: My results showed that mindfulness practices could avoid conflicts between couples when they were asked to discuss some stress-induced issues. All rights reserved.
Original languageEnglish
QualificationBachelor of Social Sciences (Honours)
Awarding Institution
  • The Hong Kong Institute of Education
  • WONG, Wai Lap Simpson, Supervisor
Publication statusPublished - 2016


  • Mindfulness
  • Couples
  • Decision making
  • Dyadic
  • Theses and Dissertations
  • Thesis (BSocSc(Psy))--The Hong Kong Institute of Education, 2016.


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