A mindfulness-based promotive coping program improves well-being in college undergraduates

Abstract

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.