Citation

Fuente J, Mañas I, Franco C, Cangas AJ, Soriano E. Int. J. Environ. Res. Public Health 2018; 15(10): e15102230.

Affiliation

Department of Education, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain. esoriano@ual.es.

Copyright

(Copyright © 2018, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph15102230

PMID

30314383

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.

Language: en

Keywords

coping strategies; higher education; mindfulness; self-regulation; students