@article{ref1,
title="Common humanity in the classroom: increasing self-compassion and coping self-efficacy through a mindfulness-based intervention",
journal="Journal of American college health",
year="2020",
author="Taylor, Sara B. and Kennedy, Lindsay A. and Lee, Caroline E. and Waller, Emily K.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="<b>Objective:</b> To examine the effectiveness of a classroom-based mindfulness-based intervention (MBI) in improving stress, coping, and psychological well-being in college students. <b>Participants:</b> Sixty-one students at a small liberal arts college. <b>Methods:</b> As part of a college course, students in the MBI condition (<i>N</i> = 33) completed mindfulness meditations, reflective journaling, and participated in group discussions over the course of eight weeks. A control group of students (<i>N =</i> 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. <b>Results:</b> Significant improvements in self-compassion and coping self-efficacy emerged, particularly in the domains of common humanity, isolation, and emotion-focused coping self-efficacy. <b>Conclusions:</b> These findings suggest that incorporation of MBIs into the classroom can be an effective strategy to enhance the well-being of college students.<p /> <p>Language: en</p>",
language="en",
issn="0744-8481",
doi="10.1080/07448481.2020.1728278",
url="http://dx.doi.org/10.1080/07448481.2020.1728278"
}