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

Author

Listed:
  • Jesús De la Fuente

    (School of Education and Psychology, University of Navarra, Campus Universitario s/n. 31009 Pamplona, Spain
    School of Psychology, Universidad Autónoma de Chile, Avenida Pedro de Valdivia, 425, Providencia, Santiago de Chile, Chile)

  • Israel Mañas

    (Department of Psychology, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain
    Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018 Barcelona, Spain)

  • Clemente Franco

    (Department of Psychology, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain)

  • Adolfo J. Cangas

    (Department of Psychology, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain)

  • Encarnación Soriano

    (Department of Education, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain)

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.

Suggested Citation

  • Jesús De la Fuente & Israel Mañas & Clemente Franco & Adolfo J. Cangas & Encarnación Soriano, 2018. "Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students," IJERPH, MDPI, vol. 15(10), pages 1-20, October.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:10:p:2230-:d:175061
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    Citations

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    Cited by:

    1. Claudia López-Madrigal & Jesús de la Fuente & Javier García-Manglano & José Manuel Martínez-Vicente & Francisco Javier Peralta-Sánchez & Jorge Amate-Romera, 2021. "The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults," IJERPH, MDPI, vol. 18(2), pages 1-20, January.
    2. Liuna Geng & Jian Wang & Liping Cheng & Binbin Zhang & Hui Shen, 2019. "Mindful Learning Improves Positive Feelings of Cancer Patients’ Family Caregivers," IJERPH, MDPI, vol. 16(2), pages 1-9, January.
    3. Lorenza Corti & Carmen Gelati, 2020. "Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study," IJERPH, MDPI, vol. 17(6), pages 1-20, March.
    4. Jesús de la Fuente & Paola Verónica Paoloni & Manuel Mariano Vera-Martínez & Angélica Garzón-Umerenkova, 2020. "Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing," IJERPH, MDPI, vol. 17(12), pages 1-20, June.

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