Grades Do Not Define You: Mindfulness-Based Intervention Effects on College Students' Self-Efficacy, Health, and Wellbeing
Date of Award
Master of Science (MS)
Higher Education Policy and Student Affairs
Dana Morrison, Ph.D.
Jacqueline S. Hodes, Ed.D.
John Elmore, Ph.D.
This thesis explores the punitive grading norms and lack of support from institutions and how it effects college students. More specifically, how it effects college students’ self-efficacy, self-esteem, health, and wellbeing. Through the lens of critical action research this thesis investigates the experiences of stakeholders and will integrate research and methods that have been supported by seasoned scholars. In this thesis, a two-part program focusing on imposter syndrome, fear of failure, grades, mindfulness, and improving student’s self-efficacy and wellbeing is proposed. The leadership of this programmatic intervention relies on the facilitator and focuses on mindfulness-based interventions and group discussions. An evaluation is designed based on a pre and post self-efficacy survey, as well as a self-perception questionnaire regarding stress, health, and wellbeing. This helps to understand college students’ self-concept and self-awareness. The intervention will assist college students in detaching grades from their identities and implementing a lifelong stress-reduction technique.
Keywords: Self-efficacy, mindfulness, mindfulness-based intervention, health, wellbeing, grades, grading, stress, learning, growth, college students
Godfrey, Jayla, "Grades Do Not Define You: Mindfulness-Based Intervention Effects on College Students' Self-Efficacy, Health, and Wellbeing" (2022). West Chester University Master’s Theses. 233.
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