Estudio piloto de la influencia de una intervención basada en mindfulness y autocompasión sobre la creatividad verbal y figurativa en estudiantes universitarios

Abstract

Training in creative skills should be one of the main objectives in university education, as it promotes adaptation and effective coping strategies so that students are able to meet social, academic, and work demands. The present study analyses the effects of a mindfulness and self-compassion-based intervention on verbal and figurative creativity in a group of first-year university students. The sample consisted of 23 Teaching Degree students. The experimental group (n = 14) participated in a four-week mindfulness and self-compassion-based intervention. There was no intervention for the control group (n = 9). The results show a significant improvement in the experimental group in levels of mindfulness, self-compassion, and verbal and figurative creativity, especially on verbal fluency and originality and figurative fluency and elaboration. Finally, the implications of these findings are examined in relation to the effects of mindfulness and self-compassion training on the creative development and on the coping strategies to overcome university challenges.