Examining Student Metacognitive Skills, Perceived Stress, and Academic Resilience Before and After a Classroom Mindfulness Intervention

Description

This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention.

Principal Investigator

Caitlin Dzikon

Other Collaborators

Alison E. Kelly, Kaitlin J. Hazel, Abigail M. Kroke

Publication Details

  • Doi: nc9bw
  • Year Of Publication: 2024
  • Country: United States

Study Information

  • Study Design: non-RCT,
  • Population Type: Non-clinical,
  • Age Group: Young adults (18-25)
  • Control Group: No control group
  • Total Sample Size: 91

Intervention Info

  • Intervention Type: Adapted / Non-Standard MBI
  • Intervention Details: Not a standardised mindfulness program, exercises specifically recorded by clinical psychologist associated with study with experience in training and teaching MBSR
  • Intervention Length: 6
  • Questionnaires: Five-Facet Mindfulness Questionnaire (FFMQ), Perceived Stress Scale (PSS), Mizan Meta-Memory and Meta-Concentration Scale (MMSS), Academic Resilience Scale (ARS-30)