PROmoting Resilience During GRADuate School and Beyond (PRO-GRAD): A Motivational Coaching Intervention

Abstract

The purpose of this longitudinal, mixed-methods study was two-fold: (1) to investigate the impact of a motivational coaching credit-bearing course on the resilience, mental health, health-related quality of life, compassion, and social support of graduate students in Ontario, Canada; and (2) to qualitatively explore students’ overall experience participating in the course, how the course influenced the lives of students, and recommendations for course improvement. Thirty-two students completed five previously validated scales at four time-points, as well as open-ended questions and end-of-term course reflections. Friedman’s test suggested that the motivational coaching course had a statistically significant effect on anxiety and giving emotional support over time. Inductive content analysis was conducted on the open-ended questions and course reflections. Qualitative themes included increased self-reflection, skill development, relationship building, positive course experience, acknowledgement of self-improvement, the impact and transferability of motivational coaching, and course improvements.

Keywords

• graduate students
• motivational interviewing
• coaching
• resilience
• mental health