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Article

Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students

1
School of Education and Psychology, University of Navarra, Campus Universitario s/n. 31009 Pamplona, Spain
2
School of Psychology, Universidad Autónoma de Chile, Avenida Pedro de Valdivia, 425, Providencia, Santiago de Chile, Chile
3
Department of Psychology, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain
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Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018 Barcelona, Spain
5
Department of Education, University of Almería, Cañada de San Urbano s/n. 04120 Almería, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2018, 15(10), 2230; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph15102230
Received: 29 August 2018 / Revised: 2 October 2018 / Accepted: 4 October 2018 / Published: 11 October 2018
(This article belongs to the Special Issue Stress, Coping, and Resilience in Adolescents)
The purpose of this research was to verify, in a group of psychology students, whether mindfulness training in conjunction with the individual’s level of self-regulation behavior would produce a change in the use of coping strategies. A total of 38 students participated in this study, with one experimental group and one control group, in a randomized controlled trial. Observation of the experimental group revealed a significant decrease in specific emotion-focused, negative coping strategies (preparing for the worst, resigned acceptance, emotional venting, and isolation), and a significant increase in specific problem-focused, positive coping (positive reappraisal and firmness, self-talk, help for action), in combination with students’ existing low-medium-high level of self-regulation. The importance and usefulness of mindfulness techniques in Higher Education is discussed, in conjunction with differences in university students’ level of self-regulation behavior. View Full-Text
Keywords: self-regulation; mindfulness; coping strategies; students; higher education self-regulation; mindfulness; coping strategies; students; higher education
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MDPI and ACS Style

De la Fuente, J.; Mañas, I.; Franco, C.; Cangas, A.J.; Soriano, E. Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students. Int. J. Environ. Res. Public Health 2018, 15, 2230. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph15102230

AMA Style

De la Fuente J, Mañas I, Franco C, Cangas AJ, Soriano E. Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students. International Journal of Environmental Research and Public Health. 2018; 15(10):2230. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph15102230

Chicago/Turabian Style

De la Fuente, Jesús, Israel Mañas, Clemente Franco, Adolfo J. Cangas, and Encarnación Soriano. 2018. "Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students" International Journal of Environmental Research and Public Health 15, no. 10: 2230. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph15102230

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