The effects of a mindfulness-based program on higher education students
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/21580 |
Resumo: | Background: Entering higher education is a process with multiple challenges that requires the mobilization of personal, social and instrumental resources. As a result, students tend to experience grater stress, anxiety, and depression. In this regard, mindfulness-based interventions (MBIs) can serve as a useful tool to help students deal with these demands. Objective: This study aimed to evaluate the effect of a Mindfulness in Education program in reducing stress, anxiety, and depression symptoms among students. Methods: Forty-four students of higher education from four degrees in the fields of Social and Cultural Sciences participated and finished surveys before and after the 12-weeks intervention, measuring stress, depression, anxiety, mindfulness, and self-compassion. Twenty-three students (82.61% female; Mage = 20.35 DPage = 3.24) participated in Mindfulness in Education. These participants were paired with 21 students (90.48% female; Mage = 18.67, DPage = 0.73), which constituted the control condition. Results: The results showed a session × condition interaction that was statistically significant for depression (p < 0.012) and stress (p < 0.026). In the follow-up exploration, the experimental condition revealed a statistically significant and moderate change in the severity of the symptoms of depression [t(14) = –2.315, p = 0.036, ξ = 0.304, 95% CI (–0.023, –0.499)] but not at the stress level [t(14) = –1.443, p = 0.171, ξ = 0.223, 95% CI (–0.006, –0.364)]. Conclusion: Outcomes were promising, adding to evidence that MBIs can play an important role in helping students manage stress and depression. However, it is still necessary to investigate the mechanisms underlying this type of interventions. |
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The effects of a mindfulness-based program on higher education studentsHigher educationMindfulnessStressDepressionBackground: Entering higher education is a process with multiple challenges that requires the mobilization of personal, social and instrumental resources. As a result, students tend to experience grater stress, anxiety, and depression. In this regard, mindfulness-based interventions (MBIs) can serve as a useful tool to help students deal with these demands. Objective: This study aimed to evaluate the effect of a Mindfulness in Education program in reducing stress, anxiety, and depression symptoms among students. Methods: Forty-four students of higher education from four degrees in the fields of Social and Cultural Sciences participated and finished surveys before and after the 12-weeks intervention, measuring stress, depression, anxiety, mindfulness, and self-compassion. Twenty-three students (82.61% female; Mage = 20.35 DPage = 3.24) participated in Mindfulness in Education. These participants were paired with 21 students (90.48% female; Mage = 18.67, DPage = 0.73), which constituted the control condition. Results: The results showed a session × condition interaction that was statistically significant for depression (p < 0.012) and stress (p < 0.026). In the follow-up exploration, the experimental condition revealed a statistically significant and moderate change in the severity of the symptoms of depression [t(14) = –2.315, p = 0.036, ξ = 0.304, 95% CI (–0.023, –0.499)] but not at the stress level [t(14) = –1.443, p = 0.171, ξ = 0.223, 95% CI (–0.006, –0.364)]. Conclusion: Outcomes were promising, adding to evidence that MBIs can play an important role in helping students manage stress and depression. However, it is still necessary to investigate the mechanisms underlying this type of interventions.Repositório Científico do Instituto Politécnico do PortoSerrão, CarlaRodrigues, Ana RitaFerreira, Tiago2023-01-17T11:21:05Z2022-09-092022-09-09T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/21580eng10.3389/feduc.2022.985204info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T13:17:29Zoai:recipp.ipp.pt:10400.22/21580Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:41:38.579123Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The effects of a mindfulness-based program on higher education students |
title |
The effects of a mindfulness-based program on higher education students |
spellingShingle |
The effects of a mindfulness-based program on higher education students Serrão, Carla Higher education Mindfulness Stress Depression |
title_short |
The effects of a mindfulness-based program on higher education students |
title_full |
The effects of a mindfulness-based program on higher education students |
title_fullStr |
The effects of a mindfulness-based program on higher education students |
title_full_unstemmed |
The effects of a mindfulness-based program on higher education students |
title_sort |
The effects of a mindfulness-based program on higher education students |
author |
Serrão, Carla |
author_facet |
Serrão, Carla Rodrigues, Ana Rita Ferreira, Tiago |
author_role |
author |
author2 |
Rodrigues, Ana Rita Ferreira, Tiago |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Serrão, Carla Rodrigues, Ana Rita Ferreira, Tiago |
dc.subject.por.fl_str_mv |
Higher education Mindfulness Stress Depression |
topic |
Higher education Mindfulness Stress Depression |
description |
Background: Entering higher education is a process with multiple challenges that requires the mobilization of personal, social and instrumental resources. As a result, students tend to experience grater stress, anxiety, and depression. In this regard, mindfulness-based interventions (MBIs) can serve as a useful tool to help students deal with these demands. Objective: This study aimed to evaluate the effect of a Mindfulness in Education program in reducing stress, anxiety, and depression symptoms among students. Methods: Forty-four students of higher education from four degrees in the fields of Social and Cultural Sciences participated and finished surveys before and after the 12-weeks intervention, measuring stress, depression, anxiety, mindfulness, and self-compassion. Twenty-three students (82.61% female; Mage = 20.35 DPage = 3.24) participated in Mindfulness in Education. These participants were paired with 21 students (90.48% female; Mage = 18.67, DPage = 0.73), which constituted the control condition. Results: The results showed a session × condition interaction that was statistically significant for depression (p < 0.012) and stress (p < 0.026). In the follow-up exploration, the experimental condition revealed a statistically significant and moderate change in the severity of the symptoms of depression [t(14) = –2.315, p = 0.036, ξ = 0.304, 95% CI (–0.023, –0.499)] but not at the stress level [t(14) = –1.443, p = 0.171, ξ = 0.223, 95% CI (–0.006, –0.364)]. Conclusion: Outcomes were promising, adding to evidence that MBIs can play an important role in helping students manage stress and depression. However, it is still necessary to investigate the mechanisms underlying this type of interventions. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-09 2022-09-09T00:00:00Z 2023-01-17T11:21:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/21580 |
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http://hdl.handle.net/10400.22/21580 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.3389/feduc.2022.985204 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131503837315072 |