An Investigation of the Effectiveness of a Brief Meditation Intervention on Positive and Negative Affect in College Students PDF Download
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Author: Lorraine Beverly Webb
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 50
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Book Description
Past research on meditation and stress reduction has found that meditation may have a positive influence on perceived stress and mood. The present study examined whether participants who heard a short, guided meditation would have higher positive affect and lower negative affect as compared to those who listened to a filler video. Participants were randomly assigned to one of two groups, one of which was a guided meditation and the other was listening to a recipe tutorial for zucchini bread. Pre-manipulation stress and affect were measured through the Perceived Stress Scale and the Positive and Negative Affect Schedule (PANAS). Affect was assessed again after the manipulation. The hypothesis was only partially supported by the data. Although positive affect scores went down for everyone, those in the meditation had a smaller decrease in negative mood, as compared to those in the control group. Both groups had increases in negative mood, but were not significantly different from each other. The main limitation of this study was that the Perceived Stress Scale was not conducted post-manipulation, therefore, I was only able to assess pre- and post-manipulation affect. Future research might consider using the Perceived Stress Scale pre- and post-intervention, and utilize a longitudinal design to investigate the effects of meditation over a longer period of time.
Author: Lorraine Beverly Webb
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 50
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Book Description
Past research on meditation and stress reduction has found that meditation may have a positive influence on perceived stress and mood. The present study examined whether participants who heard a short, guided meditation would have higher positive affect and lower negative affect as compared to those who listened to a filler video. Participants were randomly assigned to one of two groups, one of which was a guided meditation and the other was listening to a recipe tutorial for zucchini bread. Pre-manipulation stress and affect were measured through the Perceived Stress Scale and the Positive and Negative Affect Schedule (PANAS). Affect was assessed again after the manipulation. The hypothesis was only partially supported by the data. Although positive affect scores went down for everyone, those in the meditation had a smaller decrease in negative mood, as compared to those in the control group. Both groups had increases in negative mood, but were not significantly different from each other. The main limitation of this study was that the Perceived Stress Scale was not conducted post-manipulation, therefore, I was only able to assess pre- and post-manipulation affect. Future research might consider using the Perceived Stress Scale pre- and post-intervention, and utilize a longitudinal design to investigate the effects of meditation over a longer period of time.
Author: Heather Kanka Doherty
Publisher:
ISBN:
Category : Clinical psychology
Languages : en
Pages : 0
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Book Description
This trial evaluated the efficacy of two conceptually different, three-session interventions for university students with at least moderate symptoms of anxiety and somatic symptoms such as headaches, back pain, or digestive system difficulties. Eligible students (N = 52) were randomly assigned to receive a mindfulness-based intervention (MMT) (n = 19), an emotional awareness and expression intervention (EAET) (n = 15), or to a waitlist control condition (WLC) (n = 18). Assessments of physical, social, and psychological functioning were conducted immediately before randomization, again 4 weeks later, and finally 8 weeks after randomization. Participants in the control condition were invited to receive the intervention of their choice after completing the final assessment. Despite the fact that the COVID-19 pandemic interrupted this trial when it was just over half completed, and the resulting sample size lacks statistical power to detect small effects, the results are noteworthy and often statistically significant. The MMT intervention was highly effective in improving a wide range of outcomes in this population. This intervention led to significantly greater improvements than did the control condition on both primary outcomes, somatic symptoms and anxiety, as well as on all secondary outcomes (depression, interpersonal sensitivity, perceived stress, positive and negative affect, and life satisfaction), and with large effect sizes. The effects of the EAET intervention were somewhat modest and not consistent across measures. The intervention was significantly superior to the control condition in improving depression and positive affect, as well as anxiety and negative affect, and interpersonal sensitivity, with moderate to large effect sizes. However, EAET did not improve the primary outcome of somatic symptoms (only small effects), nor did EAET improve perceived stress or life satisfaction, compared to the control condition. Although it was expected that both active treatments would lead to comparable improvements in clinical outcomes, impressively, MMT led to significantly greater improvements than did EAET on somatic symptoms, interpersonal sensitivity, and life satisfaction, with large effect sizes. These results suggest that each of these interventions are appropriate for anxious college students, but that the MMT intervention may be more broadly effective. Changes in proposed process measures were not found to be specific to treatment condition. It was hypothesized that the MMT intervention would lead to decreases in experiential avoidance and increases in mindfulness, and that the EAET intervention would lead to increases in emotional expressivity and emotional approach coping. Although the MMT intervention was effective in decreasing experiential avoidance and in increasing mindfulness, as hypothesized, it also resulted in increases in emotional approach coping and in emotional expressivity. The EAET intervention was effective in increasing emotional expressivity and emotional approach coping, but EAET also led to reductions in experiential avoidance and increases in mindfulness. When compared to each other, the two interventions had similar effects on all four process measures. These results suggest that, although very different from one another, these two interventions may share some common pathways. For example, both interventions support increasing emotional awareness and decreasing avoidance of uncomfortable emotions, which might provide one explanation for the observed effects of both interventions on experiential avoidance and mindfulness. It is also the case that when novel interventions are developed, it is not uncommon for researchers to use different jargon to refer to processes of interest that are addressed by other older therapies. In the present case, the term 0́−experiential avoidance0́+ may be analogous to terms used by short-term dynamic therapies such as 0́−removal of defenses0́+ or 0́−approaching avoided affects.0́+
Author: Yu-Feng Wang
Publisher: Frontiers Media SA
ISBN: 288963714X
Category :
Languages : en
Pages : 235
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Book Description
Author: Marisa Salanova
Publisher: Frontiers Media SA
ISBN: 2889766616
Category : Science
Languages : en
Pages : 229
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Book Description
Author: Cortney M. Sabin
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 80
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Book Description
Mindfulness meditation practices are becoming increasingly popular in both research and practice. Mindfulness has shown to have positive benefits on both physical and mental health. College students are exposed to stressors on a daily basis, and often utilize unhealthy or unproductive coping strategies. Little is known about the effectiveness of a brief, in-class mindfulness training program for college students. This study incorporated several mindfulness techniques into a training series designed for undergraduate college students. Changes in the Perceived Stress Scale and Mindful Attention Awareness Scale were analyzed and compared between a control group and training group. Based on prior research, it was hypothesized that four brief mindfulness sessions would reduce self-reported stress and increase mindful qualities in participants. Also, it was hypothesized that larger doses of mindfulness, which included both in-class training and out-of-class practice, would produce lower perceived stress levels and higher mindful qualities. No significant differences were found between the training and control groups for either measure, however the training group itself saw significant decreases in perceived stress post-training, and significant increases in both amount of mindfulness practice and familiarity of mindfulness. In future research, distinct control groups and more participants are needed to assess for training effects.
Author: Luiz Ricardo Vieira Gonzaga
Publisher: Springer Nature
ISBN: 3031127374
Category : Psychology
Languages : en
Pages : 423
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Book Description
This handbook presents an overview of research on test anxiety and related forms of students’ stress and anxiety at schools and other academic environments, and also brings together a series of psychological interventions to prevent and treat anxiety disorders related to academic assessments. Its aim is to inform about strategies that help promote more adaptive behaviors towards academic assessment, as well as discuss other variables (e.g., bullying) that influence test anxiety, a typical stressor at the school and academic environment. These stressors can impair the students’ socio-cognitive development, impairing their ability to study and posing a risk to their mental health. The volume is organized in three parts. The first part brings together chapters discussing different variables and processes associated with academic anxiety, such as test anxiety and social influence, academic motivation, bullying, and procrastination. The second part is completely dedicated to psychological interventions with students designed to promote adaptive coping strategies to deal with academic anxiety and to prevent the development of psychopathologies associated with it. These interventions are based on different approaches, such as cognitive behavioral therapy, acceptance and commitment therapy, analytic behavioral therapy, dialectical behavioral therapy, and mindfulness, among others. Finally, the third part presents strategies that teachers can adopt to manage academic anxiety. The Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers will be a valuable resource for school and clinical psychologists, teachers, school managers and policy makers by providing information based on the best scientific evidences to help students cope with academic anxiety, prevent the development of psychopathologies associated with it and promote mental health at schools and other academic environments.
Author: Yi-Yuan Tang
Publisher: Springer
ISBN: 3319463225
Category : Psychology
Languages : en
Pages : 103
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Book Description
This book presents the latest neuroscience research on mindfulness meditation and provides guidance on how to apply these findings to our work, relationships, health, education and daily lives. Presenting cutting-edge research on the neurological and cognitive changes associated with its practice Tang aims to explain how it reaps positive effects and subsequently, how best to undertake and implement mindfulness practice. Mindfulness neuroscience research integrates theory and methods from eastern contemplative traditions, western psychology and neuroscience, and is based on neuroimaging techniques, physiological measures and behavioural tests. The Neuroscience of Mindfulness Meditation begins by explaining these foundations and then moves on to themes such as the impact of personality and how mindfulness can shape behaviour change, attention and self-control. Finally, the book discusses common misconceptions about mindfulness and challenges in future research endeavours. Written by an expert in the neuroscience of mindfulness this book will be valuable for scholars, researchers and practitioners in psychotherapy and the health sciences working with mindfulness, as well as those studying and working in the fields of neuroscience and neuropsychology.
Author: Jaafar, Inaya
Publisher: IGI Global
ISBN: 1799864820
Category : Education
Languages : en
Pages : 338
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Book Description
The COVID-19 pandemic has shed light on how much humans rely, more than ever before in our history, on technology. While technology in its simplest definition is the use of a tool for a practical purpose, in the last three decades, educators can confidently say it has revolutionized how information is communicated and accessed. Most importantly, educators who had to recently shift their classes online understood the important role of technology to stay connected and instruct students remotely. There are many different facets of technology in today's classrooms and ideas on where educators are headed in preparing their students for a technology-rich world. With new technologies being constantly developed and new scenarios rising to the surface in the educational environment, the future of technology in the classroom is widespread, consistently growing, and always advancing with more technological reliance. Emerging Realities and the Future of Technology in the Classroom provides an understanding on how technology is integrated into today's classroom and how institutions can be further informed of the importance of technology in today's world. This book examines a variety of pertinent topics that look at the present and future potential roles of technology in the classroom. While highlighting topics such as STEM in online education, leadership and technology, new instructional models in online learning, and gaming in education, this book is essential for teachers across all disciplines and in higher education and K-12, school administrators, principals, instructional designers, librarians, media specialists, educational software developers, educational technologists, IT specialists, practitioners, researchers, academicians, and students interested in the current status of technology in the classroom and its potential role in education for the years ahead.
Author: Itai Ivtzan
Publisher: Routledge
ISBN: 1317600657
Category : Psychology
Languages : en
Pages : 419
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Book Description
Mindfulness in Positive Psychology brings together the latest thinking in these two important disciplines. Positive psychology, the science of wellbeing and strengths, is the fastest growing branch of psychology, offering an optimal home for the research and application of mindfulness. As we contemplate mindfulness in the context of positive psychology, meaningful insights are being revealed in relation to our mental and physical health. The book features chapters from leading figures from mindfulness and positive psychology, offering an exciting combination of topics. Mindfulness is explored in relation to flow, meaning, parenthood, performance, sports, obesity, depression, pregnancy, spirituality, happiness, mortality, and many other ground-breaking topics. This is an invitation to rethink about mindfulness in ways that truly expands our understanding of wellbeing. Mindfulness in Positive Psychology will appeal to a readership of students and practitioners, as well as those interested in mindfulness, positive psychology, or other relevant areas such as education, healthcare, clinical psychology, counselling psychology, occupational psychology, and coaching. The book explores cutting edge theories, research, and practical exercises, which will be relevant to all people interested in this area, and particularly those who wish to enhance their wellbeing via mindfulness.
Author: Chienchung Huang
Publisher: Frontiers Media SA
ISBN: 2832516076
Category : Science
Languages : en
Pages : 129
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Book Description
