The effect of mindfulness on academic self-efficacy: a randomised controlled trial

Menges, Jack R., and Caltabiano, Marie L. (2019) The effect of mindfulness on academic self-efficacy: a randomised controlled trial. International Journal of Education, Psychology and Counseling, 4 (31). pp. 170-186.

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Abstract

This study examined the effect of a brief mindfulness intervention on academic self-efficacy. Twenty-six university students were randomised to a four day brief mindfulness intervention or a wait-listed control condition. The brief mindfulness intervention took the form of four 30 minute sessions of mindfulness meditation over four consecutive days. Measures of mindfulness, emotional wellbeing and academic self-efficacy were obtained via a self-report survey prior to the intervention, post-intervention and at one month follow-up. Both groups had comparable baseline measures on all three scales. Data analysis revealed that both academic self-efficacy and mindfulness increased between pre- and post-intervention with a medium effect size (d = 0.472 and 0.415 respectively). Emotional wellbeing significantly increased following the intervention with a large effect size (d = 0.652) and remained at this level after one month. Academic self-efficacy also stayed at elevated post-intervention levels after one month while mindfulness continued to increase following the intervention and was significantly higher at follow-up than at baseline (d = 0.564). There were no significant changes in the measured variables for the control group. Regression analysis revealed that increases in emotional wellbeing significantly predicted increases in academic self-efficacy for participants in the experimental group, both increases in mindfulness and emotional wellbeing were significantly correlated with increases in academic self-efficacy. These findings suggest that a brief mindfulness intervention is an effective and practical means to improve academic self-efficacy and emotional wellbeing in university students. Implications, limitations and future directions for research are discussed.

Item ID: 58983
Item Type: Article (Scholarly Work)
ISSN: 0128-164X
Keywords: mindfulness, academic self-efficacy, emotional well-being, brief intervention
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Date Deposited: 02 Aug 2019 04:02
FoR Codes: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170106 Health, Clinical and Counselling Psychology @ 100%
SEO Codes: 92 HEALTH > 9202 Health and Support Services > 920209 Mental Health Services @ 100%
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