Exploring the effects of mindfulness-based interventions on resilience and self-efficacy in African American doctoral students: A single case research design

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dc.contributor.advisorHollenbaugh, K. Michelle Hunnicutt
dc.contributor.authorNewton, Renita L.
dc.contributor.committeeMemberRicard, Richard
dc.contributor.committeeMemberRatanavivan, Wannigar
dc.contributor.committeeMemberMoore, Peter
dc.creator.orcidhttps://orcid.org/0000-0001-6721-0019
dc.date.accessioned2024-04-03T15:34:44Z
dc.date.available2024-04-03T15:34:44Z
dc.date.issued2023-12
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselor Education.
dc.description.abstractThe purpose of this study was to explore the impact of mindfulness-based interventions on resilience and self-efficacy in African American doctoral students. Participants in the study were doctoral students between the ages of 18 and 65 and were enrolled in doctoral programs within the United States. A single-case research design was conducted to explore changes in participant’s use of mindfulness skills and levels of resilience and self-efficacy (N=8) over a 9-week period. Quantitative analyses were performed to explore changes in participants’ levels of resilience, measured by the Brief Resilience Scale and self-efficacy, measured by the General Self-efficacy scale. Additionally, participants' uses of mindfulness skills were measured using the Freiburg Mindfulness Inventory. Analysis of data using the single-case research design showed that 6 weeks of mindfulness-based interventions was effective for enhancing levels of resilience and self-efficacy in African American doctoral students and increasing use of mindfulness skills. Treatment effects ranging from small to large were reported. Quantitative results included statistically significant improvements in participants who completed the study. Results of this study supported the assumption that mindfulness-based interventions are helpful in enhancing levels of resilience and self-efficacy in African American doctoral students, while increasing the overall use of mindfulness skills. Clinical implications and directions for future research are discussed.
dc.description.collegeCollege of Education and Human Development
dc.description.departmentCounseling & Educational Psychology
dc.format.extent167 pages
dc.identifier.urihttps://hdl.handle.net/1969.6/97953
dc.language.isoen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
dc.subjectAfrican-American
dc.subjectBlack
dc.subjectcounselor education
dc.subjectdoctoral students
dc.subjectfirst-generation
dc.subjectmindfulness
dc.titleExploring the effects of mindfulness-based interventions on resilience and self-efficacy in African American doctoral students: A single case research design
dc.typeText
dc.type.genreDissertation
dcterms.typeText
thesis.degree.disciplineCounselor Education
thesis.degree.grantorTexas A & M University--Corpus Christi
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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