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
• coping
• resilience
• mindfulness
• college students

Acknowledgements

The authors would like to thank the campus partners who helped recruit participants for the research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical Approval

This study was approved by the University of Washington’s Human Subjects Division (Study00002754).

Data Sharing

The data that support the findings of this study are available from the corresponding author, LJL, upon reasonable request.

Additional information

Funding

This work was supported by a gift to the third author from the Maritz Family Foundation.