A mindfulness-based promotive coping program improves well-being in college undergraduates

Abstract

Background and objectives: An increasing number of college students in the U.S. report elevations in stress and anxiety. One approach to addressing this need is to offer skills training programs.

Design: This study used a stepped-wedge design to test the effects of a mindfulness-based coping-enhancement program on college students' stress-management, emotion regulation, coping, and well-being. The 6-week program includes didactics and practices for mindfulness, coping with challenging situations, regulating emotions, and compassion for oneself and others.

Methods: Participants (N = 208) were predominantly first-year college students living in residence halls on campus, where the program was delivered.

Results: Students who received the program were compared to those who had not yet received the program and reported improved mindfulness, executive control, active coping, self-compassion, social connectedness, resilience, and flourishing. The majority of these changes were maintained at a three-month follow-up.

Conclusions: The results of this study suggest that the program shows promise for supporting well-being in college students.

Keywords: Emotion regulation; college students; coping; mindfulness; resilience.