The Impact of Mindful Agency Coaching and Motivational Interviewing on the Development of Positive Learning Dispositions in Undergraduate Students: A Quasi-Experimental Intervention Study
JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION(2020)
摘要
This article details the design, implementation, and evaluation of mindful agency coaching and motivational interviewing interventions to develop undergraduate students' positive learning dispositions. A quasi-experimental design was employed in the study involving three groups: one control group, one intervention group of mindful agency coaching only (MA group), and another intervention group of mindful agency coaching plus motivational interviewing (MA+MI group). The main findings show that compared with the control group, the two intervention groups achieved significant improvements in mindful agency, self-efficacy, and emotional intelligence. However, there was no significant difference between the two intervention groups in posttests. Moreover, participants' improvement in mindful agency fully mediated the postintervention increases in self-efficacy, emotional intelligence, and metacognition. It can be concluded that mindful agency coaching and motivational interviewing are promising coaching approaches for undergraduate students to become mindful, resilient, and self-determined learners.
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