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Zhang Z, Lưu BCP, Gilbert-Diamond D. Acceptability, engagement, and preliminary efficacy of a college human physiology course with integrated mindfulness practice to support student wellbeing. Front Psychol 2024; 15:1365778. [PMID: 39205975 PMCID: PMC11350291 DOI: 10.3389/fpsyg.2024.1365778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Accepted: 07/24/2024] [Indexed: 09/04/2024] Open
Abstract
Objective To evaluate the acceptability of and engagement with an undergraduate human physiology course embedded with mindfulness practice. To assess its preliminary efficacy on student mindfulness and wellbeing. Methods Students (N = 36, 17% freshman, 33% sophomore, 22% junior, and 28% senior) answered online surveys at course completion. Primary outcomes were course ratings, assignment and assessment completion rates, minutes, types of mindfulness practice, changes in trait mindfulness (Mindful Attention Awareness Scale, MAAS), and self-reported wellbeing outcomes. We ran Chi-square goodness of fit tests and paired Wilcoxon signed-rank tests to decide if the outcomes differed significantly post-class. We tested the dose-response relation between mindfulness practice time and trait mindfulness and whether the out-of-class practice time was consistent across the weeks with generalized linear mixed-effect models. Results All participants reported finding the course enjoyable and that they would recommend it to their friends. They practiced for an average of 66 (SD = 27) min per week in the class and 112 (SD = 59) min on their own. The most common out-of-class practices were mindful movements, sitting meditation, and breathing. Per self-reports, the course increased student understanding of specific mindfulness practices and appreciation for their body. It improved wellbeing and trait mindfulness (MAAS mean within-person change = 1.2, SD = 0.8, p < 0.00001). We found no does-response relation between practice time and trait mindfulness. Conclusions This pilot study supports that incorporating mindfulness practice into college-level courses may promote student wellbeing and such approaches warrant further investigation.
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Affiliation(s)
- Zhuoya Zhang
- Department of Epidemiology, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
| | | | - Diane Gilbert-Diamond
- Department of Epidemiology, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Department of Pediatrics, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
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Wu J, Zhao Q. The contribution of mindfulness in the association between L2 learners' engagement and burnout. Heliyon 2023; 9:e21769. [PMID: 38027673 PMCID: PMC10663844 DOI: 10.1016/j.heliyon.2023.e21769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 10/25/2023] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
There has been recently a growing interest in L2 learners' engagement as a central factor in their success. However, not all L2 learners are engaged intellectually, passionately, and behaviorally in L2 learning and this can be due to their experience of burnout in language educational settings. On the other hand, L2 learners frequently encounter heightened degrees of burnout because of emotional and behavioral disengagement. To relieve the relationship between engagement and burnout, the influential technique known as mindfulness, as a coping mechanism for enhancing engagement and reducing burnout among L2 learners, has emerged. Given this conceptual model, the purpose of this paper is to argue the mediator role of mindfulness, in light of self-determination and self-control theory, between L2 students' engagement and burnout. A few directions for future inquiries are discussed following this review.
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Affiliation(s)
- Juan Wu
- School of Foreign Languages, Zhengzhou University of Economics and Business, Zhengzhou, Henan, 451191, China
| | - Qifeng Zhao
- School of Electronic and Information, Zhongyuan University of Technology, Zhengzhou, Henan, 450007, China
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DeTore NR, Luther L, Deng W, Zimmerman J, Leathem L, Burke AS, Nyer MB, Holt DJ. Efficacy of a transdiagnostic, prevention-focused program for at-risk young adults: a waitlist-controlled trial. Psychol Med 2023; 53:3490-3499. [PMID: 35227342 PMCID: PMC9433469 DOI: 10.1017/s0033291722000046] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Revised: 12/27/2021] [Accepted: 01/04/2022] [Indexed: 12/11/2022]
Abstract
BACKGROUND Prevention programs that are 'transdiagnostic' may be more cost-effective and beneficial, in terms of reducing levels of psychopathology in the general population, than those focused on a specific disorder. This randomized controlled study evaluated the efficacy of one such intervention program called Resilience Training (RT). METHODS College students who reported mildly elevated depressive or subclinical psychotic symptoms ('psychotic experiences' (PEs)) (n = 107) were randomized to receiving RT (n = 54) or to a waitlist control condition (n = 53). RT consists of a four-session intervention focused on improving resilience through the acquisition of mindfulness, self-compassion, and mentalization skills. Measures of symptoms and these resilience-enhancing skills were collected before and after the 4-week RT/waitlist period, with a follow-up assessment 12-months later. RESULTS Compared to the waitlist control group, RT participants reported significantly greater reductions in PEs, distress associated with PEs, depression, and anxiety, as well as significantly greater improvements in resilience, mindfulness, self-compassion, and positive affect, following the 4-week RT/waitlist period (all p < 0.03). Moreover, improvements in resilience-promoting skills were significantly correlated with symptom reductions (all p < 0.05). Lastly, the RT-related reductions in PEs and associated distress were maintained at the 12-month follow-up assessment. CONCLUSIONS RT is a brief, group-based intervention associated with improved resilience and reduced symptoms of psychopathology, with sustained effects on PEs, in transdiagnostically at-risk young adults. Follow-up studies can further assess the efficacy of RT relative to other interventions and test whether it can reduce the likelihood of developing a serious mental illness.
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Affiliation(s)
- Nicole R. DeTore
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Lauren Luther
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
- Department of Psychology, University of Georgia, Athens, GA, USA
| | - Wisteria Deng
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | - Jordan Zimmerman
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | | | - Anne S. Burke
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Maren B. Nyer
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Daphne J. Holt
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
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Effectiveness of Guided Breathing and Social Support for the Reduction of Pre-Exam Anxiety in University Students: A Factorial Study. Healthcare (Basel) 2023; 11:healthcare11040574. [PMID: 36833108 PMCID: PMC9957036 DOI: 10.3390/healthcare11040574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 02/06/2023] [Accepted: 02/10/2023] [Indexed: 02/17/2023] Open
Abstract
Anxiety is a state of mind that university students often manifest in exam situations, which can negatively impact their grades. This study aimed to evaluate the effect of different relaxation techniques, including guided breathing and social support, on test anxiety among nursing students a few minutes before taking the final knowledge assessment test. For this purpose, a factorial study with a post-intervention measurement was carried out with three groups of nursing students. One group used the full yogic breathing relaxation technique (abdominal, thoracic, and clavicular), another used a social support technique, and the last group did not receive any intervention. Of 119 participants, 98.2% showed a moderate-high level of anxiety. Regarding the anxiety scale score, it was found that participants with moderate anxiety levels had higher scores on the knowledge test (Rho = -0.222; p = 0.015). The present study found no differences in anxiety levels between the study groups. Combining these relaxation techniques with others shown to be effective could reinforce their positive effect. Starting to work on this anxiety from the beginning of nursing courses appears to be a good strategy, striving to improve students' confidence in their abilities.
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Xue C. Mitigating EFL students' academic disengagement: The role of teachers' compassion and mindfulness in China. Heliyon 2023; 9:e13150. [PMID: 36747524 PMCID: PMC9898651 DOI: 10.1016/j.heliyon.2023.e13150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 01/11/2023] [Accepted: 01/19/2023] [Indexed: 01/22/2023] Open
Abstract
There has newly been a lot of interest in higher education literature and policy on the notions of learner engagement and disengagement. Learner disengagement is a continuous difficulty in academic circumstances. To mitigate learners' disengagement, some factors seem interesting to be taken into consideration by scholars. One of them is mindfulness, defined as a resting strategy that is related to constructive influences when utilized as a coping mechanism for anxiety and apprehension. Furthermore, compassion is another factor that is regarded as a central dimension of the exercise of mindfulness. It refers to understanding how to be available, compassionate, and sympathetic towards oneself and others. Regarding the significance of these factors, the objective of this review is to investigate the role of mindfulness and compassion in reducing learners' educational disengagement in language education. Finally, future directions as well as educational implications for educational stakeholders are introduced following this review.
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Tzelepi I, Bacopoulou F, Chrousos GP, Sotiropoulou L, Vlachakis D, Darviri C. Mindfulness and Academic Performance of College and University Students: A Systematic Review. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1425:207-215. [PMID: 37581795 DOI: 10.1007/978-3-031-31986-0_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/16/2023]
Abstract
Higher education's expectations place demands on students' attainment, leading them to experience stress and anxiety, which negatively affect their academic improvement and life satisfaction. The aim of this systematic review was to investigate (a) if mindfulness as an inner ability is related to academic attainment, through dependent variables, including compassion, engagement, stress or anxiety state, depression, self-efficacy, mindfulness's facets (non-reactivity, acting with awareness) and (b) if mindfulness-based interventions positively affect the academic performance of college and university students. The systematic review was conducted in accordance with the PRISMA statement. PubMed, Web of Science, and Cochrane Library Wiley were screened to identify studies published relevant to the topic. In total, 568 papers were retrieved in the initial search. Five papers met the eligibility criteria and were included in the systematic review: a randomized controlled trial, a non-randomized controlled trial, a quasi-experimental study, a quantitative exploratory pilot study, and a longitudinal randomized controlled study. Most interventional studies revealed a non-significant direct effect of practicing mindfulness technique on academic attainment. Further research, especially randomized controlled trials are necessary to clarify the effect of mindfulness on academic performance of college and university students.
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Affiliation(s)
- Ioanna Tzelepi
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Flora Bacopoulou
- Center for Adolescent Medicine and UNESCO Chair in Adolescent Health Care, First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, Aghia Sophia Children's Hospital, Athens, Greece.
| | - George P Chrousos
- University Research Institute of Maternal and Child Health & Precision Medicine, National and Kapodistrian University of Athens, Aghia Sophia Children's Hospital, Athens, Greece
| | - Lida Sotiropoulou
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Dimitrios Vlachakis
- Laboratory of Genetics, Department of Biotechnology, School of Applied Biology and Biotechnology, Agricultural University of Athens, Athens, Greece
| | - Christina Darviri
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
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Lee M, Jung M. The Mediating Effect of Empathy between Mindfulness and Self-Leadership in Female University Students: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15623. [PMID: 36497695 PMCID: PMC9736619 DOI: 10.3390/ijerph192315623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 11/20/2022] [Accepted: 11/22/2022] [Indexed: 06/17/2023]
Abstract
(1) Background: Acknowledging scant research on integrating mindfulness, empathy, and self-leadership among female university students, this study aimed to investigate the relationships among these three variables, as well as the mediating effect of empathy. (2) Methods: A cross-sectional design was employed with 127 female sophomores in a mindfulness-based liberal arts class at K Women's University in South Korea. Participants completed a self-reported questionnaire measuring levels of mindfulness, empathy, and self-leadership. Data were analyzed with descriptive statistics and correlations between the variables using the SPSS 28 program. The Jamovi 2.2.5 program was used to analyze the mediating effect of empathy. (3) Results: The levels of mindfulness, empathy, and self-leadership were higher than in previous studies. Mindfulness was positively related to empathy (r = 0.407, p < 0.001) and self-leadership (r = 0.635, p < 0.001); empathy was also positively associated with self-leadership (r = 0.635, p < 0.001). Furthermore, empathy mediated the relationship between mindfulness and self-leadership (β = 0.187, p < 0.001). (4) Conclusions: The findings indicate that mindfulness is helpful in improving university students' self-leadership by reinforcing their empathy, and that an integrated training program of mindfulness and empathy could produce positive effects on promoting self-leadership. The findings can be utilized as a basis for developing programs to improve mindfulness and empathy, eventually improving students' self-leadership.
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Priebe NP, Kurtz-Costes BE. The Effect of Mindfulness Programs on Collegiate Test Anxiety. Mindfulness (N Y) 2022; 13:2868-2878. [PMID: 36313003 PMCID: PMC9589788 DOI: 10.1007/s12671-022-02002-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/30/2022] [Indexed: 11/25/2022]
Abstract
Objectives Affecting approximately one-fifth of college students, test anxiety is a source of academic failure that leads to worse exam performance and academic retention. The present study assessed the efficacy of online mindfulness-based interventions at reducing collegiate test anxiety. Methods Undergraduate college students (N = 71) were randomly assigned to a six-week mindfulness condition (n = 24), a three-week mindfulness condition (n = 21), or a six-week sham mindfulness active control condition (n = 26). Participants in each condition were assigned five weekly meditations and written reflections. Responses to online surveys captured participants’ reported levels of test anxiety and mindfulness pre- and post-intervention. Results Increases in mindfulness were associated with decreased reports of test anxiety, r(69) = − .48. Across all conditions, self-reported mindfulness increased, and self-reported test anxiety decreased from pre- to post-test, F(1, 68) = 19.5 and 28.9, p’s < .001, η2 = .06 and .05 respectively. Conclusions Changes in the primary variables did not differ by condition, offering no empirical support for greater efficacy of a six-week as compared to a three-week intervention. The sham mindfulness control group also reported increases in mindfulness and decreases in test anxiety, raising questions about what intervention benefits are specific to mindfulness trainings. These findings suggest that online interventions are effective at reducing test anxiety in college students, though more research will inform how intervention length and content lead to changes in test anxiety and mindfulness. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-022-02002-6.
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Affiliation(s)
- Nathaniel P. Priebe
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Beth E. Kurtz-Costes
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, USA
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Pan M, Liu J. Chinese English as a Foreign Language Teachers' Wellbeing and Motivation: The Role of Mindfulness. Front Psychol 2022; 13:906779. [PMID: 35664142 PMCID: PMC9161141 DOI: 10.3389/fpsyg.2022.906779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 04/29/2022] [Indexed: 11/13/2022] Open
Abstract
Teaching is a career with great instances of anxiety and exhaustion in all stages of education with particular difficulties associated with the attribute of language instruction. The notion of motivation might be a significant fundamental mechanism since demotivated educators are distressed due to the anxious feature of the instructing career. Moreover, educators’ wellbeing has been demonstrated to have a pivotal function in the path of instruction and learners’ success. On the other hand, to mitigate both motivation and wellbeing among teachers, one of the mental traits in this filed, namely, mindfulness can be effective as it is a technique that link to positive effects when used as an administrative strategy for alleviating stress and concern that bring about motivation and wellbeing. As a result, the purpose of the study is to investigate the predictor role of mindfulness on teachers’ motivation and wellbeing. In this study, 577 teachers (235 males and 342 females) Chinese English as a foreign language (EFL) teachers at different colleges, universities, and institutes in 13 provinces among which Jiangsu and Zhejiang province accounted for 26.69%, while other provinces made up 65.86% and 2 municipalities directly under the central government (Beijing and Chongqing; 7.45%). were kindly accepted to participate in the present study, and they answered the three questionnaires, namely, motivation, mindfulness, and wellbeing. The results of the study through a linear regression analysis indicated that teachers’ mindfulness could significantly predict both teachers’ wellbeing and motivation. According to the results, some pedagogical suggestions for the policymakers, educator trainers, materials developers, and language educators are offered. Ultimately, guidance for further studies is proposed to L2 scholars who are interested.
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Affiliation(s)
- Menglai Pan
- School of International Studies, University of International Business and Economics, Beijing, China.,Guangxi International Business Vocational College, Nanning, China
| | - Jieying Liu
- Guangxi International Business Vocational College, Nanning, China
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Takhdat K, Lamtali S, El Adib AR. The effects of mindfulness on health profession students' simulation training outcomes: An integrative review. NURSE EDUCATION TODAY 2021; 106:105082. [PMID: 34391989 DOI: 10.1016/j.nedt.2021.105082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 06/27/2021] [Accepted: 08/02/2021] [Indexed: 06/13/2023]
Abstract
UNLABELLED Health profession students (HPSs) continuously experience psychological issues which can exacerbate cognitive errors and harm emotional well-being. The Healthcare simulation environment is stressful and overwhelming in nature and may impair learning outcomes. Therefore, integrating psychological interventions into simulation-based learning (SBL) instructional design may alleviate students' psychological distress and improve their learning outcomes. OBJECTIVES to examine the effects of mindfulness on health professions students' SBL outcomes. DESIGN a literature review, based on Whittemore and Knafl's (2005) updated methodology was used in this study. DATA SOURCES We investigated PubMed, ERIC, ScienceDirect, and Google Scholar to find papers addressing the effects of mindfulness on health professions students' SBL outcomes. We targeted Results: This integrative review suggests that although mindfulness improves SBL outcomes, HPSs still struggle to transfer mindfulness benefits to real clinical practice. CONCLUSION research on mindfulness in healthcare SBL is in its infancy, thus, further research is needed to prove mindfulness effects on HPSs' SBL outcomes.
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Affiliation(s)
- Kamal Takhdat
- Cadi Ayyad University, Faculty of Sciences Semlalia, Marrakesh, Morocco; Higher Institute of Nursing Professions and Health Techniques, Marrakesh, Morocco.
| | - Saloua Lamtali
- Cadi Ayyad University, Faculty of Sciences Semlalia, Marrakesh, Morocco; Higher Institute of Nursing Professions and Health Techniques, Marrakesh, Morocco
| | - Ahmed Rhassane El Adib
- Marrakesh Simulation and Innovation in Health Sciences Center, Faculty of Medicine and Pharmacy of Marrakesh, Cadi Ayyad University, Marrakesh, Morocco
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Peters EMJ, Schedlowski M, Watzl C, Gimsa U. To stress or not to stress: Brain-behavior-immune interaction may weaken or promote the immune response to SARS-CoV-2. Neurobiol Stress 2021; 14:100296. [PMID: 33527083 PMCID: PMC7839386 DOI: 10.1016/j.ynstr.2021.100296] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 12/29/2020] [Accepted: 01/10/2021] [Indexed: 02/06/2023] Open
Abstract
The COVID-19 pandemic continues to strongly affect people with health disadvantages, creating a heavy burden on medical systems and societies worldwide. Research is growing rapidly and recently revealed that stress-related factors such as socio-economic status, may also play a pivotal role. However, stress research investigating the underlying psychoneuroimmune interactions is missing. Here we address the question whether stress-associated neuroendocrine-immune mechanisms can possibly contribute to an increase in SARS-CoV-2 infections and influence the course of COVID-19 disease. Additionally, we discuss that not all forms of stress (e.g. acute versus chronic) are detrimental and that some types of stress could attenuate infection-risk and -progression. The overall aim of this review is to motivate future research efforts to clarify whether psychosocial interventions have the potential to optimize neuroendocrine-immune responses against respiratory viral infections during and beyond the COVID-19 pandemic. The current state of research on different types of stress is summarized in a comprehensive narrative review to promote a psychoneuroimmune understanding of how stress and its mediators cortisol, (nor)adrenaline, neuropeptides and neurotrophins can shape the immune defense against viral diseases. Based on this understanding, we describe how people with high psychosocial stress can be identified, which behaviors and psychosocial interventions may contribute to optimal stress management, and how psychoneuroimmune knowledge can be used to improve adequate care for COVID-19 and other patients with viral infections.
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Affiliation(s)
- Eva M J Peters
- Psychoneuroimmunology Laboratory, Department of Psychosomatic Medicine and Psychotherapy, Justus-Liebig University Giessen, Giessen and Universitätsmedizin-Charité, Berlin, Germany
| | - Manfred Schedlowski
- Institute of Medical Psychology and Behavioral Immunobiology, University Hospital Essen, Germany and Department of Clinical Neuroscience, Osher Center for Integrative Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Carsten Watzl
- Department for Immunology, Leibniz Research Centre for Working Environment and Human Factors (IfADo) at TU Dortmund, Dortmund, Germany
| | - Ulrike Gimsa
- Psychophysiology Unit, Institute of Behavioural Physiology, Leibniz Institute for Farm Animal Biology (FBN), Dummerstorf, Germany
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The Effects of Teaching Mindfulness on Stress in Physical Therapy Students – A Randomized Controlled Trial. HEALTH PROFESSIONS EDUCATION 2020. [DOI: 10.1016/j.hpe.2019.04.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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Bai S, Elavsky S, Kishida M, Dvořáková K, Greenberg MT. Effects of mindfulness training on daily stress response in college students: Ecological momentary assessment of a randomized controlled trial. Mindfulness (N Y) 2020; 11:1433-1445. [PMID: 33343764 DOI: 10.1007/s12671-020-01358-x] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Objective Mindfulness training has been shown to reduce rates of depression, anxiety and perceived stress, but its impact on stress and emotion regulation in real-world settings in the college-aged population is unknown. This study examines the effect of an 8-session long mindfulness training on first-year college students' daily experiences of stress and emotion regulation. Methods Fifty-two first-year students were randomized to the mindfulness training or the waitlist-control group during the fall academic semester. Before, during and after the trial, students completed 10-days of ecological momentary assessments (EMA), reporting on family and school or work stress, negative emotion, rumination, and interference by unwanted thoughts and emotions up to four times a day. Multilevel regression analysis compared levels of momentary stress and emotion regulation difficulties, as well as the strength of the moment-level association between stress and emotion regulation, by intervention condition, before, during and after the trial. Results Controls showed an exacerbation of family stress related negative emotion, rumination and interference, across the fall semester. However, intervention youth showed stable levels of emotion regulation responses to family stress across the semester. Emotion regulation responses to school or work stress did not differ by intervention condition. Conclusions Mindfulness training helps to prevent the depletion of emotion regulation capacity in this sample of relatively healthy first-year college students. EMAs allow the assessment of emotion regulation in the context of naturally occurring stress, and enhances the specificity and external validity of evaluations of psychological interventions.
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Affiliation(s)
- Sunhye Bai
- Department of Human Development and Family Studies, The Pennsylvania State University.,Division of Child and Adolescent Psychiatry, University of California, Los Angeles
| | - Steriani Elavsky
- Institute for Research on Children, Youth and Family, Masaryk University, Czech Republic
| | - Moé Kishida
- College of Health Solutions, Arizona State University
| | - Kamila Dvořáková
- The Prevention Research Center, The Pennsylvania State University
| | - Mark T Greenberg
- Department of Human Development and Family Studies, The Pennsylvania State University.,The Prevention Research Center, The Pennsylvania State University
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Eskic J, Kuhlmann SM, Kreinbihl K, Hammerle F. Mindfulness-based and cognitive-based stress prevention in student teachers (start klar): study protocol of a randomised controlled trial. BMJ Open 2019; 9:e021941. [PMID: 30782865 PMCID: PMC6377542 DOI: 10.1136/bmjopen-2018-021941] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 10/18/2018] [Accepted: 11/02/2018] [Indexed: 11/04/2022] Open
Abstract
INTRODUCTION Teachers and student teachers in Germany are a high-risk population for stress and stress-related mental health problems. This often leads to early retirement in subsequent professional life. Various trials have demonstrated positive effects of stress prevention training on the perceived stress and stress-related symptoms of teachers. Although many studies show positive effects of mindfulness-based stress interventions, there is not yet any mindfulness-based intervention for teachers or student teachers in Germany. The aim of this trial is to evaluate a training that combines mindfulness-based and cognitive interventions into one programme, addressing to the specific burdens of student teachers. METHODS AND ANALYSIS This study protocol presents a prospective block-randomised controlled trial. Assessment will take place at three time points (baseline, post-intervention, 3-month follow-up) for an intervention and waiting control group, and at a fourth assessment point for the waiting control group after receiving the training. The aim is to evaluate the effects of mindfulness-based stress prevention on stress, psychological morbidity, burnout and self-efficacy using validated measures. Participants are student teachers from German teacher training colleges and participation will be voluntary. The targeted total sample size is 96 at 3-month follow-up. The training will comprise three 4-hour sessions conducted every 2 weeks. The control group will participate in the training after the 3-month follow-up. The allotment will be randomised with a stratified allocation ratio by gender. After descriptive statistics have been evaluated, inferential statistical analysis will be conducted using repeated measures analysis of variance with interactions between time and group. Effect sizes will be calculated using partial η2 values. ETHICS AND DISSEMINATION Results will be disseminated at conferences, in specialist magazines and through peer-reviewed publications. The trial has been approved by the ethics review board of the local medical association, Mainz, Germany, under the reference number 837.192.16 (10511). TRIAL REGISTRATION NUMBER DRKS00010897.
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Affiliation(s)
- Jasmina Eskic
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Sophie Merle Kuhlmann
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Katharina Kreinbihl
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Florian Hammerle
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
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Lin L, He G, Yan J, Gu C, Xie J. The Effects of a Modified Mindfulness-Based Stress Reduction Program for Nurses: A Randomized Controlled Trial. Workplace Health Saf 2018; 67:111-122. [DOI: 10.1177/2165079918801633] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the study was to evaluate the effects of a modified mindfulness-based stress reduction (MBSR) program on the levels of stress, affect, and resilience among nurses in general hospitals in mainland China. In addition, the study attempted to determine the impact of the program on job satisfaction. A total of 110 nurses were randomly assigned to the intervention versus control groups. The intervention group participated in a modified 8-week MBSR program. All participants were evaluated with questionnaires at baseline, immediately after the intervention, and 3 months later. The intervention group showed decreases in stress and negative affect and increases in positive affect and resilience after the intervention. No improvement in job satisfaction was observed, but the trends of the data were in the hypothesized direction that job satisfaction would improve. The modified MBSR program is an effective approach for nurses to decrease stress and negative affect and improve positive affect and resilience. In addition, the program has the potential to improve job satisfaction.
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Affiliation(s)
- Lin Lin
- Xiangya Nursing School of Central South University
- Guangdong Medical University
| | - Guoping He
- Xiangya Nursing School of Central South University
| | - Jin Yan
- The Third Xiangya Hospital of Central South University
| | - Can Gu
- Xiangya Nursing School of Central South University
| | - Jianfei Xie
- The Third Xiangya Hospital of Central South University
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Nunes TC, Hirano RS, Cruz LC, Seixas A, Jean-Louis G, Fonseca VADS. Self perceived memory difficulties in medical students as another symptom of anxiety. Trends Neurosci Educ 2018. [DOI: 10.1016/j.tine.2018.04.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Bennett RI, Egan H, Cook A, Mantzios M. Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education. ACTA ACUST UNITED AC 2018. [DOI: 10.1177/2347631117738649] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled from a previously attended lecture, which was controlled for in subsequent analyses for trait resiliency and trait mindfulness. Participants placed in the mindfulness meditation condition recalled significantly more information than participants who were placed in the audiobook listening condition, even when controlling for resiliency and mindfulness. Future directions are suggested in an attempt to expand the literature and research around higher education, mindfulness and individual differences.
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Affiliation(s)
| | - Helen Egan
- Department of Psychology, Birmingham City University, United kingdom
| | - Amy Cook
- Department of Psychology, Birmingham City University, United kingdom
| | - Michail Mantzios
- Department of Psychology, Birmingham City University, United kingdom
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A Randomized Controlled Pilot Intervention Study of a Mindfulness-Based Self-Leadership Training (MBSLT) on Stress and Performance. Mindfulness (N Y) 2017; 8:1393-1407. [PMID: 28989553 PMCID: PMC5605596 DOI: 10.1007/s12671-017-0715-0] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The present randomized pilot intervention study examines the effects of a mindfulness-based self-leadership training (MBSLT) specifically developed for academic achievement situations. Both mindfulness and self-leadership have a strong self-regulatory focus and are helpful in terms of stress resilience and performance enhancements. Based on several theoretical points of contact and a specific interplay between mindfulness and self-leadership, the authors developed an innovative intervention program that improves mood as well as performance in a real academic setting. The intervention was conducted as a randomized controlled study over 10 weeks. The purpose was to analyze the effects on perceived stress, test anxiety, academic self-efficacy, and the performance of students by comparing an intervention and control group (n = 109). Findings demonstrated significant effects on mindfulness, self-leadership, academic self-efficacy, and academic performance improvements in the intervention group. Results showed that the intervention group reached significantly better grade point averages than the control group. Moreover, the MBSLT over time led to a reduction of test anxiety in the intervention group compared to the control group. Furthermore, while participants of the control group showed an increase in stress over time, participants of the intervention group maintained constant stress levels over time. The combination of mindfulness and self-leadership addressed both positive effects on moods and on objective academic performance. The effects demonstrate the great potential of combining mindfulness with self-leadership to develop a healthy self-regulatory way of attaining achievement-related goals and succeeding in high-stress academic environments.
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Hjeltnes A, Binder PE, Moltu C, Dundas I. Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. Int J Qual Stud Health Well-being 2015; 10:27990. [PMID: 26297629 PMCID: PMC4545197 DOI: 10.3402/qhw.v10.27990] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/21/2015] [Indexed: 11/18/2022] Open
Abstract
The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative–reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.
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Affiliation(s)
- Aslak Hjeltnes
- Department of Clinical Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway;
| | - Per-Einar Binder
- Department of Clinical Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway
| | - Christian Moltu
- Department of Clinical Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway.,Department of Psychiatry, Hospital of Førde, Førde, Norway
| | - Ingrid Dundas
- Department of Clinical Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway
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