Department of Electrical Engineering and Information Technologies, University of Naples Federico II, 80125 Naples, Italy.
Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy.
Int J Environ Res Public Health. 2020 Mar 16;17(6):1935. doi: 10.3390/ijerph17061935.
This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants ( = 21) and the control group participants ( = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students' effective learning.
本研究旨在调查一项名为 MEL（正念有效学习）的 10 个模块短期干预措施的效果，该措施将正念、辅导和学习策略培训相结合，以提高大学生的学习能力。大量关于学习主题的研究指出，有效的学习和良好的学术成绩同时取决于学习时的自我调节能力，以及情绪和动机因素，因此该干预措施旨在同时培训学生的这三个方面。研究组（n=21）和对照组（n=24）的参与者在干预前后分别使用意大利的 AMOS（学习能力和动机）问卷和意大利的正念注意意识量表（MAAS）进行了调查。结果表明，在学习的自我调节方面，经过训练的学生提高了自我意识、自我评价能力、元认知技能以及组织和详细管理学习材料的能力；在情绪方面，他们提高了对焦虑的控制能力；在动机方面，他们发展了一种自我的增量理论，并提高了对自己智力的信心。此外，还进行了两次后续的自我报告调查，接受过培训的学生对 MEL 干预措施给予了积极的评价。研究结果表明，基于正念和辅导以及学习策略培训的短期干预措施可能会提高学生的有效学习能力。
