ABSTRACT

This article details the design, implementation, and evaluation of mindful agency coaching and motivational interviewing interventions to develop undergraduate students’ positive learning dispositions. A quasi-experimental design was employed in the study involving three groups: one control group, one intervention group of mindful agency coaching only (MA group), and another intervention group of mindful agency coaching plus motivational interviewing (MA+MI group). The main findings show that compared with the control group, the two intervention groups achieved significant improvements in mindful agency, self-efficacy, and emotional intelligence. However, there was no significant difference between the two intervention groups in posttests. Moreover, participants’ improvement in mindful agency fully mediated the postintervention increases in self-efficacy, emotional intelligence, and metacognition. It can be concluded that mindful agency coaching and motivational interviewing are promising coaching approaches for undergraduate students to become mindful, resilient, and self-determined learners.

摘要

本文详细介绍了设计，实施和评估正念代理指导和动机性面试干预措施的方法，以培养大学生的积极学习倾向。在研究中采用了准实验设计，包括三组：一个对照组，一个仅注意代理指导的干预组（MA组）和另一个注意代理指导与动机访谈的干预组（MA + MI组）。主要发现表明，与对照组相比，两个干预组在注意代理，自我效能和情绪智力方面均取得了显着改善。但是，两组在后测中没有显着差异。此外，参与者对正念能力的改善完全介导了干预后自我效能，情绪智力和元认知的增加。可以得出结论，专心的中介教练和动机性面试是有希望的教练方法，可让大学生成为专心，有弹性和自决的学习者。