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Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study
Author(s) -
Wang Qing,
Lu Yujie
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22421
Subject(s) - psychology , coaching , motivational interviewing , agency (philosophy) , applied psychology , openness to experience , mindfulness , medical education , intervention (counseling) , pedagogy , social psychology , clinical psychology , psychotherapist , medicine , philosophy , epistemology , psychiatry
Abstract Enhancing college students' learning habits, attitudes, and capacities have been an important research topic in educational psychology. In this study, we designed, implemented, and evaluated a coaching program that integrated mindful agency coaching and motivational interviewing for the development of positive learning dispositions in college students. A randomized control trial embedded mixed‐methods design was employed. The quantitative phase with two experimental groups showed that the intervention group ( n = 24) showed significant improvement in mindful agency, self‐efficacy, learning motivation, and emotional intelligence after the coaching, compared with the control group ( n = 30). The qualitative phase with students in the intervention group ( n = 15) revealed five themes: Task orientation, motivational management, openness and acceptance, self‐awareness and self‐regulation, and supporting factors for coaching. Integrated findings demonstrated whether and how coaching could be a promising approach to enhancing college students' various positive dispositions that are essential for them to be mindful, resilient, and self‐directed learners.