MINDFULNESS AND SELF-EFFICACY IN AN ONLINE DOCTORAL PROGRAM

Abstract

The purpose of this quasi-experimental quantitative research study was to examine the extent to which a relationship exists between the use of mindfulness interventions and doctoral student self-efficacy in students enrolled in a doctoral program at a Christian university located in the southwestern United States. The theoretical foundation of self-efficacy developed by Bandura informed this study. The sample consisted of 19 doctoral students (n = 19) from a Christian university. Participants completed the Self-Efficacy Scale (SES) in the first week of the course and again in the final week of the course. Three groups were compared. One group was given interventions in weeks 2 and 7. The second group was given interventions in weeks 3, 4, 5, and 7. The third group was given interventions within weeks 2, 3, 4, 5, 6, 7, and 8. Data were analyzed using a one-way ANOVA. The researchers found no statistical significance between the use of mindfulness interventions and doctoral students' self-efficacy