Engagement in Mindfulness Exercises during Large Lectures and Students’ Writing Self-Efficacy

Abstract

The purpose of this study was to examine the association between greater engagement (i.e., number of times participated) in mindfulness exercises administered in large university lectures and students’ writing self-efficacy. For eight weeks, a breathing exercise was administered to students in one lecture section, and a progressive muscle relaxation (PMR) exercise was administered to students in another lecture section of the same course. Participants (n = 147) completed measures of writing self-efficacy before (T1) and after (T2) the eight-week exercise period. Engagement was greater in the breathing exercise than in the PMR exercise (p < .05). Writing self-efficacy was marginally greater (p = .08) at T2 for those administered the breathing exercise than for those administered the PMR exercise. Correlational analyses further showed that engagement in the breathing exercise was associated with writing self-efficacy at T2 (p < .01), but engagement in the PMR exercise was not (p = .21). We conclude with implications for course instructors using mindfulness exercises to enhance desirable writing outcomes.