MINDFULNESS PRACTICE AS AN ACADEMIC STRESS COPING STRATEGY AMONG STUDENT ORGANIZATION ACTIVISTS
Magfirah Calista, Dhevy Puswiartika, Ikhlas Rasido, Yusran Diniy
SOSIOEDUKASI JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL September 30, 2026 DOI: 10.36526/sosioedukasi.v15i3.9246 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 8 |
| Population | University students actively involved in three campus organizations at the Faculty of Teacher Training and Education, Tadulako University |
| Intervention | Mindfulness |
| Topics | Meditation |
| Key findings | The study set out to identify the forms of academic stress experienced by students active in campus organizations, describe the mindfulness practices they use as a coping strategy, and explore the cognitive and affective changes they report after practicing mindfulness. The abstract presents aims and methods rather than results, and the authors state that findings are expected to inform Guidance and Counseling interventions and counselor practice. |
Abstract
University students who are actively involved in campus organizations often carry a dual role that exposes them to elevated academic stress, arising from the simultaneous demands of coursework and organizational responsibilities. Left unmanaged, this condition can affect students' physical, psychological, and social well-being. Mindfulness, understood as an emotion-focused coping strategy grounded in present-moment awareness without judgment, is regarded as a promising approach for helping students regulate this stress in a healthy way. This study aims to (1) identify the forms of stress experienced by students who are active in campus organizations, (2) describe the mindfulness practices they apply as a coping strategy for academic stress, and (3) explore the cognitive and affective changes they experience after practicing mindfulness. A qualitative descriptive approach was employed, involving eight student informants selected through purposive sampling from three student organizations at the Faculty of Teacher Training and Education, Tadulako University. Data were collected through in-depth semi-structured interviews, observation, and documentation, and were analyzed through a phenomenological procedure comprising description, reduction, essence, and intentionality. The findings are expected to enrich the empirical literature on Guidance and Counseling interventions and to provide practical guidance for school and university counselors in designing accessible, evidence-based strategies to help students manage academic stress
Comparable studies
Other qualitative studies on meditation, most cited first.