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

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...

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Published inJournal of American college health Vol. 70; no. 1; pp. 142 - 149
Main Authors Taylor, Sara B., Kennedy, Lindsay A., Lee, Caroline E., Waller, Emily K.
Format Journal Article
LanguageEnglish
Published United States Taylor & Francis 2022
Taylor & Francis Inc
Subjects
Adaptation, Psychological
Classrooms
College students
Compassion
Coping
Coping strategies
Empathy
Group Discussion
Humans
Intervention
Journal Writing
Mental Health
Metacognition
Mindfulness
Program Effectiveness
Psychological well being
School based intervention
Self compassion
Self Concept
Self Efficacy
Stress
Stress Management
Stress, Psychological - therapy
Students - psychology
Sympathy
Teaching Methods
Undergraduate Students
Universities
Well Being
stress
well-being
College students
mindfulness
self-compassion
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0744-8481
1940-3208
DOI:10.1080/07448481.2020.1728278