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Mindfulness in Classroom: Effect of a Mindfulness-Based Relaxation Class on College Students' Stress, Resilience, Self-Efficacy and Perfectionism
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- 자료유형학술지논문
- 저자명Vidic, Zeljka,Cherup, Nicholas
- 학회/출판사/기관명PROJECT INNOVATION INC
- 출판년도2019
- 언어영어
- 학술지명/학위논문주기COLLEGE STUDENT JOURNAL
- 발행사항Vol.53No.1[2019]_x000D_
- ISBN/ISSN0146-3934
- 소개/요약The college experience coincides with a number of challenges that can have a detrimental effect on students' well-being and academic performance. A growing body of literature has confirmed that the practice of mindfulness can produce positive benefits on the overall health and well-being, including college student population (Keng, Smoski, & Robins, 2011). This study examined the effect of a seven-week mind-fulness-based relaxation course on undergraduate students' stress-, resilience-, general self-efficacy-and perfectionism levels in a two-group pre-and post-test study design. Participants included 71 undergraduate college students (experimental group: n=35; control group: n=36), ages 18-40. The Mixed-way ANOVA analysis revealed statistically significant interaction effects between the time of the intervention and the control and experimental groups' levels of stress, resilience and general self-efficacy. Specifically, the experimental group demonstrated larger decreases and overall lower stress levels, and larger increases and overall higher levels of resilience and self-efficacy at the end of the intervention. The results for the perfectionism did not reach statistically significant levels. The results of this study provide encouraging results regarding utilization of mindfulness interventions that are a part of academic curriculum as a potential way of benefiting the students. University settings are encouraged to consider utilizing mindfulness-based courses as a part of students' academic curriculum.
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