Short mindfulness-based intervention for psychological and academic outcomes among university students

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Short mindfulness-based intervention for psychological and academic outcomes among university students. / Vorontsova-Wenger, Olga; Ghisletta, Paolo; Ababkov, Valentin; Bondolfi, Guido; Barisnikov, Koviljka.

In: Anxiety, Stress and Coping, 2021.

Research output: Contribution to journal › Article › peer-review

Author

Vorontsova-Wenger, Olga ; Ghisletta, Paolo ; Ababkov, Valentin ; Bondolfi, Guido ; Barisnikov, Koviljka. / Short mindfulness-based intervention for psychological and academic outcomes among university students. In: Anxiety, Stress and Coping. 2021.

BibTeX

@article{bede05e0be4a4a24949b94594d56a9e0,

title = "Short mindfulness-based intervention for psychological and academic outcomes among university students",

abstract = "This study aimed to evaluate the effectiveness of a short mindfulness intervention on anxiety, stress and depression symptoms, as well as on inhibition of dominant responses and academic performance among university students. Fifty volunteers (M(age) = 23.8; SD = 5.3) with high levels of depression, anxiety or stress were randomly allocated to a mindfulness practice group or an active control group (listening to stories). Students who underwent the mindfulness practice had decreased levels of anxiety, stress and depression compared to the control group. The mindfulness program also had a beneficial impact on the students{\textquoteright} academic performance. There was no change in the ability to inhibit dominant responses to neutral stimuli (letters); however, we observed a change in responses to neutral faces. Further research perspectives and the clinical implications of the study are discussed.",

keywords = "ANXIETY, Anxiety, DEPRESSION, FACETS, INHIBITION, MEDITATION, MEMORY, PREVALENCE, STRESS REDUCTION, YOUNG-ADULTS, academic performance, depression, inhibition, mindfulness, stress",

author = "Olga Vorontsova-Wenger and Paolo Ghisletta and Valentin Ababkov and Guido Bondolfi and Koviljka Barisnikov",

note = "Publisher Copyright: {\textcopyright} 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",

year = "2021",

doi = "10.1080/10615806.2021.1931143",

language = "English",

journal = "Anxiety, Stress and Coping",

issn = "1061-5806",

publisher = "Brunner - Routledge (US)",

}

RIS

TY - JOUR

T1 - Short mindfulness-based intervention for psychological and academic outcomes among university students

AU - Vorontsova-Wenger, Olga

AU - Ghisletta, Paolo

AU - Ababkov, Valentin

AU - Bondolfi, Guido

AU - Barisnikov, Koviljka

PY - 2021

Y1 - 2021

N2 - This study aimed to evaluate the effectiveness of a short mindfulness intervention on anxiety, stress and depression symptoms, as well as on inhibition of dominant responses and academic performance among university students. Fifty volunteers (M(age) = 23.8; SD = 5.3) with high levels of depression, anxiety or stress were randomly allocated to a mindfulness practice group or an active control group (listening to stories). Students who underwent the mindfulness practice had decreased levels of anxiety, stress and depression compared to the control group. The mindfulness program also had a beneficial impact on the students’ academic performance. There was no change in the ability to inhibit dominant responses to neutral stimuli (letters); however, we observed a change in responses to neutral faces. Further research perspectives and the clinical implications of the study are discussed.

AB - This study aimed to evaluate the effectiveness of a short mindfulness intervention on anxiety, stress and depression symptoms, as well as on inhibition of dominant responses and academic performance among university students. Fifty volunteers (M(age) = 23.8; SD = 5.3) with high levels of depression, anxiety or stress were randomly allocated to a mindfulness practice group or an active control group (listening to stories). Students who underwent the mindfulness practice had decreased levels of anxiety, stress and depression compared to the control group. The mindfulness program also had a beneficial impact on the students’ academic performance. There was no change in the ability to inhibit dominant responses to neutral stimuli (letters); however, we observed a change in responses to neutral faces. Further research perspectives and the clinical implications of the study are discussed.

KW - ANXIETY

KW - Anxiety

KW - DEPRESSION

KW - FACETS

KW - INHIBITION

KW - MEDITATION

KW - MEMORY

KW - PREVALENCE

KW - STRESS REDUCTION

KW - YOUNG-ADULTS

KW - academic performance

KW - depression

KW - inhibition

KW - mindfulness

KW - stress

UR - http://www.scopus.com/inward/record.url?scp=85111979062&partnerID=8YFLogxK

U2 - 10.1080/10615806.2021.1931143

DO - 10.1080/10615806.2021.1931143

M3 - Article

AN - SCOPUS:85111979062

JO - Anxiety, Stress and Coping

JF - Anxiety, Stress and Coping

SN - 1061-5806

ER -

ID: 84655217