Effects of the Mindfulness-Based Cognitive Therapy Program on stress, self-efficacy and mindfulness in university students
DOI:
https://doi.org/10.11606/issn.1806-6976.smad.2020.165513Keywords:
Mindfulness, Cognitive Behavioral Therapy, Student Health Services, Stress, Psychological, Self EfficacyAbstract
Objective: to verify the effects of Mindfulness-Based Cognitive Therapy program on stress, selfefficacy,
and dispositional mindfulness as outcomes in a sample of undergraduate students.
Method: quasi-experimental longitudinal study in a sample of 13 students. The variables perceived stress, perceived general self-efficacy and dispositional mindfulness were analyzed, measured by self-report instruments answered by the participants before the first session and at the end of the eighth session of the intervention. The intervention lasted eight weeks. Results: comparing scores at the beginning and at the end of the program, perceived stress reduced and there was an increase in general perceived self-efficacy and mindfulness. Correlations between
outcomes indicated that older age is related to greater general self-efficacy and mindfulness; stress reduction is related to increased general self-efficacy and mindfulness; and increased selfefficacy is related to increased mindfulness. Conclusion: data indicate that Mindfulness-Based
Cognitive Therapy can help develop mindfulness skills, reduce perceived stress and increase general perceived self-efficacy, possibly contributing to coping with challenging situations in the academic context, during college, and in future professional practice.
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References
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