The confidence to cope: Building well-being tools in a university mindfulness course.
Journal of American college health : J of ACH July 23, 2025 DOI: 10.1080/07448481.2025.2530528 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Mixed-methods study Qualitative Peer reviewed |
|---|---|
| Sample size | 522 |
| Population | University students who completed a 15-week Introduction to Mindfulness course |
| Intervention | Introduction to Mindfulness course |
| Duration | 15-week intervention |
| Topics | Meditation |
| Keywords | Higher education Mental health Self-efficacy Well-being |
| Key points | The course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being. |
Abstract
Objective: This study explores the impact of a university for-credit mindfulness course on student well-being beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in managing their well-being. Participants include university students who completed a 15-week Introduction to Mindfulness course during the years 2019-2024.
Methods: Data were drawn from 522 student course evaluations, 64 surveys, and transcripts from two student panels. Utilizing a qualitative and quantitative approach, data were triangulated across sources, analyzed, and thematically coded.
Results: Findings indicate the course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being.
Conclusions: As institutions of higher education seek to sustainably integrate well-being and mental health into the student experience, these findings indicate a promising practice for including well-being courses in the curriculum and in faculty training.