Common humanity in the classroom: Increasing self-compassion and coping self-efficacy through a mindfulness-based intervention

被引:21
作者
Taylor, Sara B. [1 ]
Kennedy, Lindsay A. [1 ]
Lee, Caroline E. [1 ]
Waller, Emily K. [1 ]
机构
[1] Hendrix Coll, Dept Psychol, 1600 Washington Ave, Conway, AR 72045 USA
关键词
College students; mindfulness; self-compassion; stress; well-being; STRESS REDUCTION; COLLEGE-STUDENTS; PSYCHOLOGICAL DISTRESS; COGNITIVE THERAPY; HEALTH; DEPRESSION; MEDITATION; BENEFITS; PROGRAM;
D O I
10.1080/07448481.2020.1728278
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:142 / 149
页数:8
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