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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.
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]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The confidence to cope: Building well-being tools in a university mindfulness course.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Feb2026, Vol. 74 Issue 2, p424-432. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Anxiety+prevention%22">Anxiety prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Course+evaluation+%28Education%29%22">Course evaluation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Meditation%22">Meditation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191985119
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2025.2530528
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 424
    Subjects:
      – SubjectFull: Anxiety prevention
        Type: general
      – SubjectFull: Graduate education
        Type: general
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Course evaluation (Education)
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Psychological techniques
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      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Psychological stress
        Type: general
      – SubjectFull: Meditation
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: The confidence to cope: Building well-being tools in a university mindfulness course.
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              Text: Feb2026
              Type: published
              Y: 2026
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