An Evaluation of an Online Brief Mindfulness-Based Intervention in Higher Education: A Pilot Conducted at an Australian University and a British University

Frontiers in Psychology

Kyle R. Dyer¹  Astrid Coxon¹  Matthew Edward Mundy²  Jennifer Chung³  Stephen McKenzie⁴  Ian Hunt⁵ 

[1] Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, United Kingdom;Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, VIC, Australia;School of Psychological Sciences, Monash University, Melbourne, VIC, Australia;School of Psychological Sciences, Monash University, Melbourne, VIC, Australia;School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia;Statistical Consulting Service, Monash University, Melbourne, VIC, Australia;

关键词: mindfulness;    student wellbeing;    stress;    higher education;    online intervention;    online learning;   

DOI  :  10.3389/fpsyg.2021.752060

来源: Frontiers

【 摘 要 】

Mental ill health among higher education students is a well-established problem; therefore, it is imperative to implement preventative approaches to support wellbeing. Blended and fully online education programmes widens access for mature or returning students; however, the psychological wellbeing of this sub-group of students is under-researched. Finally, evaluating wellbeing interventions that meet the needs of university students as well as accessible for online students is required. The aim of this study was to evaluate a brief, online and mindfulness-based intervention to assist the self-management of wellbeing and stress for both online and on-campus higher education students. The total sample included 427 participants (96% psychology students) at Monash University, Australia (n=283) and King’s College London (n=144), with 152 participants completing the whole study. Participants were allocated to a brief, self-guided, online and mindfulness-based intervention (over the course of one study period; n=297), or to a wait-list control group (n=148). Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 15-item Mindful Attention Awareness Scale. Regression modelling revealed the intervention condition accounted for up to 12% of the variability in change in student wellbeing, stress and mindfulness between the start and end of semester (when controlling for baseline). These findings support the implementation of a brief, online and asynchronous mindfulness-based intervention for supporting student mental health and psychological wellbeing. An on-going challenge in practice includes engaging and maintaining student engagement in wellbeing initiatives.

【 授权许可】

CC BY