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Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students
OBJECTIVES: The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study exam...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10152029/ https://www.ncbi.nlm.nih.gov/pubmed/37304659 http://dx.doi.org/10.1007/s12671-023-02128-1 |
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author | Fagioli, Sabrina Pallini, Susanna Mastandrea, Stefano Barcaccia, Barbara |
author_facet | Fagioli, Sabrina Pallini, Susanna Mastandrea, Stefano Barcaccia, Barbara |
author_sort | Fagioli, Sabrina |
collection | PubMed |
description | OBJECTIVES: The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students’ participation in online and blended courses. METHOD: Four-hundred and eighty-six participants (M(age) 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. RESULTS: Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students’ adherence to the assigned practice could partially explain the effectiveness of the intervention. CONCLUSIONS: This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. PREREGISTRATION: This study is not preregistered. |
format | Online Article Text |
id | pubmed-10152029 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-101520292023-05-03 Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students Fagioli, Sabrina Pallini, Susanna Mastandrea, Stefano Barcaccia, Barbara Mindfulness (N Y) Original Paper OBJECTIVES: The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students’ participation in online and blended courses. METHOD: Four-hundred and eighty-six participants (M(age) 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. RESULTS: Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students’ adherence to the assigned practice could partially explain the effectiveness of the intervention. CONCLUSIONS: This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. PREREGISTRATION: This study is not preregistered. Springer US 2023-05-02 2023 /pmc/articles/PMC10152029/ /pubmed/37304659 http://dx.doi.org/10.1007/s12671-023-02128-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Paper Fagioli, Sabrina Pallini, Susanna Mastandrea, Stefano Barcaccia, Barbara Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title | Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title_full | Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title_fullStr | Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title_full_unstemmed | Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title_short | Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students |
title_sort | effectiveness of a brief online mindfulness-based intervention for university students |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10152029/ https://www.ncbi.nlm.nih.gov/pubmed/37304659 http://dx.doi.org/10.1007/s12671-023-02128-1 |
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