TY - JOUR
T1 - An Evaluation of an Online Brief Mindfulness-Based Intervention in Higher Education
T2 - A Pilot Conducted at an Australian University and a British University
AU - Chung, Jennifer
AU - Mundy, Matthew Edward
AU - Hunt, Ian
AU - Coxon, Astrid
AU - Dyer, Kyle R.
AU - McKenzie, Stephen
N1 - Funding Information:
This study was funded by the School of Psychological Sciences, Monash University to support the research collaboration between Monash University and King’s College London.
Publisher Copyright:
Copyright © 2021 Chung, Mundy, Hunt, Coxon, Dyer and McKenzie.
PY - 2021/10/28
Y1 - 2021/10/28
N2 - 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.
AB - 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.
KW - higher education
KW - mindfulness
KW - online intervention
KW - online learning
KW - stress
KW - student wellbeing
UR - http://www.scopus.com/inward/record.url?scp=85119050833&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2021.752060
DO - 10.3389/fpsyg.2021.752060
M3 - Article
AN - SCOPUS:85119050833
VL - 12
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
M1 - 752060
ER -