Short mindfulness-based intervention for psychological and academic outcomes among university students.
Study Goal
The researchers aimed to evaluate the effectiveness of a short mindfulness intervention on anxiety, stress, depression symptoms, inhibition of dominant responses, and academic performance in university students.
Results Summary
The mindfulness practice group showed decreased levels of anxiety, stress, and depression compared to the control group, along with improved academic performance. No change was observed in inhibiting dominant responses to neutral stimuli (letters), but a change was noted for neutral faces.
Population
University students (N=50, mean age 23.8) with high levels of depression, anxiety, or stress.
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
short mindfulness intervention | decrease | levels of anxiety | university students with high levels of depression, anxiety or stress | - | decreased | #1 |
short mindfulness intervention | decrease | levels of stress | university students with high levels of depression, anxiety or stress | - | decreased | #2 |
short mindfulness intervention | decrease | levels of depression | university students with high levels of depression, anxiety or stress | - | decreased | #3 |
mindfulness program | increase | academic performance | students | - | had a beneficial impact | #4 |
mindfulness practice | no change | ability to inhibit dominant responses to neutral stimuli (letters) | students | - | no change | #5 |
mindfulness practice | increase | responses to neutral faces | - | - | observed a change | #6 |
This study aimed to evaluate the effectiveness of a short mindfulness intervention on anxiety, stress and depression symptoms, as well as on inhibition of dominant responses and academic performance among university students. Fifty volunteers (M(age) = 23.8; SD = 5.3) with high levels of depression, anxiety or stress were randomly allocated to a mindfulness practice group or an active control group (listening to stories). Students who underwent the mindfulness practice had decreased levels of anxiety, stress and depression compared to the control group. The mindfulness program also had a beneficial impact on the students' academic performance. There was no change in the ability to inhibit dominant responses to neutral stimuli (letters); however, we observed a change in responses to neutral faces. Further research perspectives and the clinical implications of the study are discussed.