Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students
Jesús de la Fuente, Israel Mañas Mañas, Clemente Franco, Adolfo J. Cangas, Encarnación Soriano Ayala
International Journal of Environmental Research and Public Health October 11, 2018 DOI: 10.3390/ijerph15102230 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 38 |
| Population | Psychology students |
| Intervention | Mindfulness training |
| Topics | Meditation |
| Citations | 42 |
| Key findings | Mindfulness training, combined with students' existing low-to-high levels of self-regulation, was associated with significant decreases in negative emotion-focused coping strategies (preparing for the worst, resigned acceptance, emotional venting, isolation) and significant increases in positive problem-focused coping (positive reappraisal and firmness, self-talk, seeking help for action) compared with a control group. |
Abstract
The purpose of this research was to verify, in a group of psychology students, whether mindfulness training in conjunction with the individual's level of self-regulation behavior would produce a change in the use of coping strategies. A total of 38 students participated in this study, with one experimental group and one control group, in a randomized controlled trial. Observation of the experimental group revealed a significant decrease in specific emotion-focused, negative coping strategies (preparing for the worst, resigned acceptance, emotional venting, and isolation), and a significant increase in specific problem-focused, positive coping (positive reappraisal and firmness, self-talk, help for action), in combination with students' existing low-medium-high level of self-regulation. The importance and usefulness of mindfulness techniques in Higher Education is discussed, in conjunction with differences in university students' level of self-regulation behavior.