The role of mind-body bridging-based university psychology course for students’ well-being

Abstract

A high incidence of stress has been observed among university students, leading to a decrease in their well-being. A vast body of research highlights the importance of stress management, and a line of studies has emerged on mindfulness-based interventions. The present study examined university students’ well-being in the context of a psychology course based on mind-body bridging (MBB), an evidence-based treatment to reduce stress when the origins of the dysfunctional behavior lie in an overactive biopsychosocial mechanism called the Identity-System (I-System). MBB’s objectives in recognizing and resting the I-System are twofold: to enhance present-focused awareness of the body, thoughts, and emotions and to promote metacognitive strategies through awareness and understanding of thought processes. The data set consisted of 35 students’ learning diaries, which included reflections on the MBB approach. Thematic analysis identified the key dimensions of students’ wellbeing, i.e., stress awareness and active coping; optimistic future-orientation; and self-knowledge and self-compassion. The findings reveal the significant meaning of MBB on all these dimensions of students’ well-being. This article concludes by discussing the use and usefulness of the MBB approach in the higher education context.