Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Randomized Controlled Trial
. 2018 Oct 11;15(10):2230.
doi: 10.3390/ijerph15102230.

Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students

Jesús de la Fuente  1   2 , Israel Mañas  3   4 , Clemente Franco  5 , Adolfo J Cangas  6 , Encarnación Soriano  7
Affiliations
Randomized Controlled Trial

Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students

Jesús de la Fuente et al. Int J Environ Res Public Health. .

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.

Keywords: coping strategies; higher education; mindfulness; self-regulation; students.

PubMed Disclaimer

Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Combined effect of Self-Regulation Level (SRQGRUP)) × Mindfulness Treatment (GRUPS: 1,2) × Time (Moment) on total coping strategies. Key: Medias marginales estimadas—estimated marginal means; Momento—time; Grupo—group. (a) Effect on the low group of self-regulation; (b) Effect on the average group of self-regulation; (c) Effect on the high group of self-regulation.
Figure 2
Figure 2
Combined effect of Self-Regulation Level (SRQGRUP) × Mindfulness Treatment (GRUPS) × Time (Momento) on the emotion-focused dimension. SR Group by level: 1—low; 2—medium; 3—high. Group: 1—Experimental; 2—Control. Key: Medias marginales estimadas—estimated marginal means; Emoción—emotion; Momento—time; Grupo—group. (a) Effect on the low group of self-regulation; (b) Effect on the medium group of self-regulation; (c) Effect on the high group of self-regulation.
Figure 3
Figure 3
Interaction effect SR (SRQGRUP) × Tratament (GRUPS) × Time (momento) on factors: F1—avoidant distraction; and F9—emotional venting and isolation. SR Group by level: 1—low, 2—medium, 3—high. Group: 1—Experimental; 2—Control. Key: Medias marginales estimadas—estimated marginal means; Momento—time; Grupo—group. (a,d) Effect on the low group of self-regulation; (b,e) Effect on the medium group of self-regulation; (c,f) Effect on the high group of self-regulation.
Figure 4
Figure 4
Effect of the interaction SR (SRQGRUP) × Tratamiento (GRUPS) × Time (Momento) on factors: F3—Actions directed at causes; F6—Seeking help for action; and F10—positive reappraisal and firmness. Note: SR Group by level: 1—low; 2—medium; 3—high. Group: 1—Experimental; 2—Control. Key: Medias marginales estimadas—estimated marginal means; Momento—time; Grupo—group. (a,d,g) Effect on the low group of self-regulation; (b,e,h) Effect on the medium group of self-regulation; (c,f,i) Effect on the high group of self-regulation.
Figure 4
Figure 4
Effect of the interaction SR (SRQGRUP) × Tratamiento (GRUPS) × Time (Momento) on factors: F3—Actions directed at causes; F6—Seeking help for action; and F10—positive reappraisal and firmness. Note: SR Group by level: 1—low; 2—medium; 3—high. Group: 1—Experimental; 2—Control. Key: Medias marginales estimadas—estimated marginal means; Momento—time; Grupo—group. (a,d,g) Effect on the low group of self-regulation; (b,e,h) Effect on the medium group of self-regulation; (c,f,i) Effect on the high group of self-regulation.
Figure 5
Figure 5
Interaction effect SR (SRQGRUP) × Tratament (GRUPs) × Times (Moment) on items 23, 52, and 82 (behavior directed toward emotion) and on items 20, 36, and 55 (behavior directed toward the problem). SR Group by level: 1—low; 2—medium; 3—high. Tratament: 1—Experimental; 2—Control. Key: Medias marginales estimadas—estimated marginal means; Momento—time: 1–2. (a,d,g,j,m,o) Effect on the low group of self-regulation; (b,e,h,k,n,p) Effect on the medium group of self-regulation; (c,f,i,l,ñ,q) Effect on the high group of self-regulation.
See this image and copyright information in PMC

References

    1. Hoferichter F., Raufelder D., Eid M. Socio-motivational moderators—Two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Front. Psychol. 2015;6:1675. doi: 10.3389/fpsyg.2015.01675. - DOI - PMC - PubMed
    1. De la Fuente J. The Theory of Self- vs. Externally-Regulated Learning: Fundamentals, Evidence, and Applicabilty. Front. Psychol. 2017;8:1675. doi: 10.3389/fpsyg.2017.01675. - DOI - PMC - PubMed
    1. Artuch-Garde R., González-Torres M.C., de la Fuente J., Vera M.M., Fernández-Cabezas M., López-García M. Relationship between Resilience and Self-Regulation: A study of Spanish Youth at risk of Social Exclusion. Front. Psychol. 2017;8:612. doi: 10.3389/fpsyg.2017.00612. - DOI - PMC - PubMed
    1. Clark N.M., Gong M., Kaciroti N. A model of self-regulation for control of chronic disease. Health Educ. Behav. 2014;41:499–508. doi: 10.1177/1090198114547701. - DOI - PubMed
    1. Karoly P., Boekaerts M., Maes S. Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel? Appl. Psychol. Int. Rev. 2005;54:300–311. doi: 10.1111/j.1464-0597.2005.00211.x. - DOI

Publication types