The confidence to cope: Building well-being tools in a university mindfulness course.
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| Title: | The confidence to cope: Building well-being tools in a university mindfulness course. |
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| Authors: | Yaron Weston, Linda (AUTHOR) |
| Source: | Journal of American College Health. Feb2026, Vol. 74 Issue 2, p424-432. 9p. |
| Subjects: | Anxiety prevention, Graduate education, Emotion regulation, Psychological resilience, Curriculum, Self-efficacy, Mindfulness, Course evaluation (Education), Undergraduates, Evaluation of human services programs, Confidence, Psychological adaptation, Psychological well-being, Descriptive statistics, Psychological techniques, Problem solving, Reflection (Philosophy), Thematic analysis, Research methodology, Psychological stress, Meditation, Curriculum planning, Professional employee training, Psychology of college students, Critical thinking |
| Geographic Terms: | United States |
| Abstract: | Objective: This study explores the impact of a university for-credit mindfulness course on student well-being beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in managing their well-being. Participants include university students who completed a 15-week Introduction to Mindfulness course during the years 2019–2024. Methods: Data were drawn from 522 student course evaluations, 64 surveys, and transcripts from two student panels. Utilizing a qualitative and quantitative approach, data were triangulated across sources, analyzed, and thematically coded. Results: Findings indicate the course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being. Conclusions: As institutions of higher education seek to sustainably integrate well-being and mental health into the student experience, these findings indicate a promising practice for including well-being courses in the curriculum and in faculty training. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objective: This study explores the impact of a university for-credit mindfulness course on student well-being beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in managing their well-being. Participants include university students who completed a 15-week Introduction to Mindfulness course during the years 2019–2024. Methods: Data were drawn from 522 student course evaluations, 64 surveys, and transcripts from two student panels. Utilizing a qualitative and quantitative approach, data were triangulated across sources, analyzed, and thematically coded. Results: Findings indicate the course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being. Conclusions: As institutions of higher education seek to sustainably integrate well-being and mental health into the student experience, these findings indicate a promising practice for including well-being courses in the curriculum and in faculty training. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2025.2530528 |
