Common Humanity in the Classroom: Increasing Self-Compassion and Coping Self-Efficacy through a Mindfulness-Based Intervention

Autor/inn/en	Taylor, Sara B.; Kennedy, Lindsay A.; Lee, Caroline E.; Waller, Emily K.
Titel	Common Humanity in the Classroom: Increasing Self-Compassion and Coping Self-Efficacy through a Mindfulness-Based Intervention
Quelle	In: Journal of American College Health, 70 (2022) 1, S.142-149 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1728278
Schlagwörter	Metacognition; Program Effectiveness; Intervention; Stress Management; Coping; Well Being; Mental Health; Journal Writing; Group Discussion; Teaching Methods; Self Concept; Undergraduate Students; Self Efficacy + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stressmanagement; Stressbewältigung; Bewältigung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Zeitschriftenaufsatz; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Self-efficacy; Selbstwirksamkeit
Abstract	Objective: To examine the effectiveness of a classroom-based mindfulness-based intervention (MBI) in improving stress, coping, and psychological well-being in college students. Participants: Sixty-one students at a small liberal arts college. Methods: As part of a college course, students in the MBI condition (N = 33) completed mindfulness meditations, reflective journaling, and participated in group discussions over the course of eight weeks. A control group of students (N = 28) received traditional instruction about stress and coping as part of a concurrently taught college course. Perceived stress, mental health, mindfulness, self-compassion, and coping self-efficacy were measured before and after the intervention and instruction. Results: Significant improvements in self-compassion and coping self-efficacy emerged, particularly in the domains of common humanity, isolation, and emotion-focused coping self-efficacy. Conclusions: These findings suggest that incorporation of MBIs into the classroom can be an effective strategy to enhance the well-being of college students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01