Abstract
This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.
Highlights
Research has shown that effective learning requires metacognitive and affective skills in addition to cognitive and academic knowledge and skills
To examine the effectiveness of the intervention on self-regulated study, emotion regulation, and motivation, analysis of covariance ANCOVAs and MANCOVAs were carried out with the group as an independent variable and the post-test scores of each questionnaire as the dependent variables; to take into account differences at the baseline, the post-treatment analyses were performed with the pre-test values as covariates
The short 10-week intervention assessed in this pilot study, called MEL, designed as mindfulness-based group coaching [65,66,67,68,69,70] with specific training based on study strategies and techniques [12,13,14,15], aimed at improving learning effectiveness among university students
Summary
Research has shown that effective learning requires metacognitive and affective skills in addition to cognitive and academic knowledge and skills. These metacognitive and affective factors include: self-regulation abilities in study [1,2,3] emotions [4,5,6] and motivation in study and academic achievement goals [7,8]. Raisin exercise from the MBSR protocol * Sharing insights in the group.
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