Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

Area of Science:

• Educational Psychology
• Cognitive Science
• Mindfulness Studies

Background:

• Effective learning relies on self-regulation, emotional, and motivational factors.
• University students often face challenges in managing these aspects of learning.
• Previous research highlights the benefits of integrating different learning support strategies.

Purpose of the Study:

• To investigate the impact of a brief intervention (MEL) on university students' learning abilities.
• To assess improvements in self-regulation, emotional regulation, and motivation.
• To evaluate the feasibility and student perception of the MEL intervention.

Main Methods:

• A pilot study involving an intervention group (N=21) and a control group (N=24).
• The 10-module Mindful Effective Learning (MEL) intervention combined mindfulness, coaching, and study strategies.
• Pre- and post-intervention assessments using the AMOS questionnaire and the Mindful Attention Awareness Scale (MAAS).

Main Results:

• Trained students showed significant improvements in self-awareness, metacognition, and study material management.
• Participants demonstrated enhanced anxiety control and developed an incremental theory of self, boosting confidence.
• Follow-up surveys indicated positive student reception and perceived benefits of the MEL intervention.

Conclusions:

• A short-term intervention integrating mindfulness, coaching, and study strategies can enhance effective learning in university students.
• The MEL program shows promise for improving key components of academic success.
• Further research is warranted to confirm these findings in larger, diverse student populations.