Common humanity in the classroom: Increasing self-compassion and coping self-efficacy through a mindfulness-based
Sara B Taylor1, Lindsay A Kennedy1, Caroline E Lee1
1Psychology Department, Hendrix College, Conway, AR, USA.
Journal of American College Health : J of ACH
|March 10, 2020
Summary
Classroom mindfulness interventions significantly improved college students' self-compassion and coping skills. This study highlights the benefits of mindfulness-based interventions (MBIs) for student well-being.
Area of Science:
- Psychology
- Education
- Mindfulness Studies
Background:
- College students frequently experience high levels of stress.
- Existing interventions may not fully address the psychological well-being needs of this demographic.
- Mindfulness-based interventions (MBIs) show promise in managing stress and enhancing mental health.
Purpose of the Study:
- To evaluate the efficacy of a classroom-based mindfulness-based intervention (MBI) for college students.
- To assess the impact of MBIs on stress, coping mechanisms, and overall psychological well-being.
- To compare MBI outcomes against traditional stress education in a college setting.
Main Methods:
- Sixty-one college students participated in an eight-week study.
- The intervention group (N=33) engaged in mindfulness meditations, journaling, and group discussions.
- A control group (N=28) received standard stress and coping instruction.
Main Results:
- Significant improvements were observed in self-compassion and coping self-efficacy.
- Specific gains were noted in common humanity, isolation, and emotion-focused coping self-efficacy.
- The MBI group demonstrated enhanced psychological well-being compared to the control.
Conclusions:
- Classroom-based mindfulness-based interventions (MBIs) are effective for improving college student well-being.
- Integrating MBIs into academic curricula can be a valuable strategy for mental health support.
- Further research should explore the long-term effects and scalability of MBIs in higher education.
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