scholarly journals THE EFFECT OF MINDFULNESS ON ACADEMIC SELF-EFFICACY: A RANDOMISED CONTROLLED TRIAL

2019 ◽  
pp. 170-186 ◽  
Author(s):  
Jack R. Menges ◽  
Marie L. Caltabiano
Keyword(s):  
University Students ◽  
Effect Size ◽  
Self Efficacy ◽  
Medium Effect ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Post Intervention ◽  
Mindfulness Intervention ◽  
Academic Self Efficacy

This study examined the effect of a brief mindfulness intervention on academic self-efficacy. Twenty-six university students were randomized to a four-day brief mindfulness intervention or a wait-listed control condition. The brief mindfulness intervention took the form of four 30 minute sessions of mindfulness meditation over four consecutive days. Measures of mindfulness, emotional wellbeing, and academic self-efficacy were obtained via a self-report survey prior to the intervention, post-intervention and at a one-month follow-up. Both groups had comparable baseline measures on all three scales. Data analysis revealed that both academic self-efficacy and mindfulness increased between pre- and post-intervention with a medium effect size (d = 0.472 and 0.415 respectively). Emotional wellbeing significantly increased following the intervention with a large effect size (d = 0.652) and remained at this level after one month. Academic self-efficacy also stayed at elevated post-intervention levels after one month while mindfulness continued to increase following the intervention and was significantly higher at follow-up than at baseline (d = 0.564). There were no significant changes in the measured variables for the control group. Regression analysis revealed that increases in emotional wellbeing significantly predicted increases in academic self-efficacy for participants in the experimental group, both increases in mindfulness and emotional wellbeing were significantly correlated with increases in academic self-efficacy. These findings suggest that a brief mindfulness intervention is an effective and practical means to improve academic self-efficacy and emotional wellbeing in university students. Implications, limitations and future directions for research are discussed.

Effect of Multimedia Messaging Service on Exercise Self-efficacy in Diabetic Patients

2021 ◽  
Vol 45 (5) ◽  
pp. 902-915
Author(s):  
Mohammad S. Alyahya ◽  
Nihaya A. Al-Sheyab ◽  
Jumana A. Alqudah ◽  
Othman Beni Younis ◽  
Yousef S. Khader
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Intervention Group ◽  
Medium Effect ◽  
Control Group ◽  
Diabetic Patients ◽  
Post Intervention ◽  
Competing Demands ◽  
Multimedia Messaging Service

Objectives: To increase patients' self-efficacy for initiation of physical activity, there is a need to include physical activity into patient education in clinic settings. In this study, we aimed to assess the effectiveness of multimedia messaging service (MMS) education on exercise self-efficacy in patients with type 2 diabetes mellitus (T2DM). Methods: We used a quasi-experimental, pretest-posttest design to study 98 patients with T2DM. The intervention group received MMS education targeting exercise self-efficacy for 2 months, and the control group received routine care only. Patients in both groups completed the Exercise Self-efficacy scale at 3 stages (at baseline, at 4 weeks, and at 8 weeks post-intervention). Results: We found a slight increase between baseline, first follow-up, and second follow-up in interpersonal and competing demands factors in the intervention group (p = .002, p = .001, respectively), but no improvement in the control group in any of the 3 factors over time (p > .05). Also, Cohen's d values indicated a medium effect size in all exercise self-efficacy subscales (interpersonal [0.734], competing demands [0.665], and internal feelings [0.696]). Conclusions: Health education using theoretically-based MMS targeting exercise self-efficacy was effective and affordable in promoting and changing patients' beliefs and physical activity behaviors.

scholarly journals A Short Mindfulness Retreat for Students to Reduce Stress and Promote Self-Compassion: Pilot Randomised Controlled Trial Exploring Both an Indoor and a Natural Outdoor Retreat Setting

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 910
Author(s):  
Dorthe Djernis ◽  
Mia S. O’Toole ◽  
Lone O. Fjorback ◽  
Helle Svenningsen ◽  
Mimi Y. Mehlsen ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Effect Sizes ◽  
Medium Effect ◽  
Control Group ◽  
Post Intervention ◽  
Pilot Randomised Controlled Trial ◽  
Self Compassion ◽  
Randomised Controlled

Here, we developed and examined a new way of disseminating mindfulness in nature to people without meditation experience, based on the finding that mindfulness conducted in natural settings may have added benefits. We evaluated a 5-day residential programme aiming to reduce stress and improve mental health outcomes. We compared an indoor and an outdoor version of the programme to a control group in a pilot randomised controlled trial (RCT). Sixty Danish university students experiencing moderate to high levels of stress were randomised into a residential mindfulness programme indoors (n = 20), in nature (n = 22), or a control group (n = 18). Participants completed the Perceived Stress Scale and the Self-Compassion Scale (primary outcomes) along with additional secondary outcome measures at the start and end of the program and 3 months after. Stress was decreased with small to medium effect sizes post-intervention, although not statistically significant. Self-compassion increased post-intervention, but effect sizes were small and not significant. At follow-up, changes in stress were not significant, however self-compassion increased for both interventions with medium-sized effects. For the intervention groups, medium- to large-sized positive effects on trait mindfulness after a behavioural task were found post-intervention, and small- to medium-sized effects in self-reported mindfulness were seen at follow-up. Connectedness to Nature was the only outcome measure with an incremental effect in nature, exceeding the control with a medium-sized effect at follow-up. All participants in the nature arm completed the intervention, and so did 97% of the participants in all three arms. Overall, the results encourage the conduct of a larger-scale RCT, but only after adjusting some elements of the programme to better fit and take advantage of the potential benefits of the natural environment.

scholarly journals Using an online CBT-based intervention to improve academic performance in students with low mood: A pre-post study with historical control

2021 ◽  
Author(s):  
Suheir Awadalla ◽  
Bethan Davies ◽  
Cristine Glazebrook
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Depressive Symptoms ◽  
University Students ◽  
Skills Training ◽  
Historical Control ◽  
Control Group ◽  
Post Intervention ◽  
Historic Control

Abstract Background Online CBT-based interventions have shown potential to improve mental health in university students. However, their impacts in West Asian cultures and on educational achievement have yet to be fully investigated. This study aims to explore the feasibility, acceptability and potential effectiveness of a self-directed, internet-delivered, cognitive-behavioural skills training program (MoodGYM) in reducing depression and improving academic performance in university students in the United Arab Emirates (UAE). Methods This exploratory pre-post intervention study with an historic control group recruited 50 students from one UAE university, with GPA < 2 and self-reporting at least one of two key depressive symptoms. Pre-intervention, participants completed an online survey including most recent grade point average (GPA), number of attendance warnings and the Hospital Anxiety and Depression Scale (HADS). Participants were then sent a link to MoodGYM. After eight weeks, 44 participants repeated the survey and provided feedback on MoodGYM (88% follow-up). A subgroup of 19 students with GPA scores < 2 at baseline formed an historical control group for change in GPA and attendance warnings. Results Total HADS-Depression scores fell at post intervention (P = 0.004) and the proportion of participants scoring above the cut-off for depression (HADS-D ≥ 8) fell from 77.2–27.3% (p < 0.001). There was also a substantial fall in HADS-Anxiety scores (p < 0.001) and the proportion of participants above the cut-off for anxiety (HADS-A ≥ 8) fell from 50% to 11.4 % (p = 0.001). GPA scores improved substantially over time (p < 0.001, d = 1.3) and attendance warnings reduced (p = 0.008, d = 0.6). Compared to historic control, the intervention group had higher GPA at follow-up (p < 0.030 d = 0.6) fewer attendance warnings (p = 0.036 d = 0.7). Most students (79.6%) evaluated MoodGYM as useful and all students completed at least 2 MoodGYM modules. More modules completed (p = 0.005) and greater reduction in attendance warnings (p = 0.007) were independently associated with greater improvement in GPA scores at follow-up. Conclusions This study provides support for a web based mental health promotion intervention (MoodGYM) to improve academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within University settings.

scholarly journals Breastfeeding counseling based on formative research at primary healthcare Services in Mexico

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Diana Bueno-Gutiérrez ◽  
Edgar Uriel Romero Castillo ◽  
Angélica Emili Hernández Mondragón
Keyword(s):  
Self Efficacy ◽  
Intervention Group ◽  
Formative Research ◽  
Control Group ◽  
Ecological Framework ◽  
Post Intervention ◽  
Breastfeeding Counseling ◽  
Breastfeeding Rates ◽  
Breastfeeding Attitudes

Abstract Background Breastfeeding rates in Mexico are far from World Health Organization (WHO) recommendations with 28.8% of Exclusive Breastfeeding (EBF) under 6 months of age, according to the 2018 National Health and Nutrition Survey. Formative research has shown that culturally appropriate counseling is an effective breastfeeding intervention. The objective of the current study was to evaluate the effect of interpersonal counseling on EBF in a primary healthcare center in Tijuana, México. Methods This was a randomized controlled trial pilot with a sample of mothers with infants under 4 months of age from a primary care center. Participants were randomized into two groups: 1) Control group, received counseling on immunizations and standard infant feeding information, and 2) Intervention group, receiving breastfeeding counseling using a socio-ecological framework. Changes in breastfeeding attitudes, self-efficacy and EBF were evaluated at 2 months post-intervention. Results A total of 80 mothers completed the 2 month follow up assessment (40 in each group). The mean age at baseline was 26.4 years for mothers and 1.4 months for infants. There was a 30% increase in EBF at 2 months follow up in the intervention group and 15% decrease in the control group post-intervention. We observed a significant improvement in breastfeeding attitudes (P = 0.0001), self-efficacy (P = 0.046) and EBF (P = 0.0001) in the intervention group. Reported obstacles were discomfort of breastfeeding in public (23%), infant dissatisfaction (23%), pain (19%), insufficient milk supply (15%) and returning to work (8%). Conclusions Breastfeeding counseling based on previous formative research improved breastfeeding attitudes, self-efficacy and practices in this population. These findings suggest that the promotion of breastfeeding utilizing a socio-ecological framework may improve breastfeeding rates by addressing the needs of women within their varying sociocultural contexts. Trial registration ACTRN: ACTRN12621000915853. Retrospectively registered.

scholarly journals Implementing Essential Coaching for Every Mother during COVID-19: A Pilot Pre-Post Intervention Study

2021 ◽  
Author(s):  
Justine Dol ◽  
Megan Aston ◽  
Amy Grant ◽  
Douglas McMillan ◽  
Gail Tomblin Murphy ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Primary Objective ◽  
Self Report ◽  
Control Group ◽  
Postpartum Anxiety ◽  
Post Intervention ◽  
Standardized Measures ◽  
Qualitative Feedback ◽  
Future Work

AbstractObjectivesThe primary objective was to evaluate the preliminary impact of Essential Coaching for Every Mother on self-efficacy, social support, postpartum anxiety and postpartum depression. The second objective was to explore the acceptability of the Essential Coaching for Every Mother program provided during the COVID-19 pandemic.MethodsA prospective pre-post study was conducted with first time mothers in Nova Scotia, Canada between July 15th and September 19th, 2020. Participants completed a self-report survey at enrolment (after birth) and six-weeks postpartum. Variety of standardized measures were used and qualitative feedback on the program was also collected. Paired t-tests were carried out to determine changes from baseline to follow-up on psychosocial outcomes and qualitative feedback was analysed through thematic analysis.ResultsA total of 88 women enrolled. Self-efficacy increased between baseline (B) and follow-up (F) (B:33.33; F:37.11, p=0.000) while anxiety (STAI) declined (B:38.49; F:34.79; p=0.004). No other significant changes were found. In terms of acceptability, 89% of participants felt that the number of messages were just right, 84.5% felt the messages contained all the information they needed relative to caring for a newborn and 98.8% indicated they would recommend this program to other new mothers.ConclusionEssential Coaching for Every Mother may play a role increasing maternal self-efficacy and decreasing anxiety, although future work with a control group is important to delineate the true effects of the program. Overall, mothers were satisfied with the Essential Coaching for Every Mother program and would recommend it for other mothers, during COVID-19 and beyond.

scholarly journals Distress improves after mindfulness training for progressive MS: A pilot randomised trial

2015 ◽  
Vol 21 (9) ◽  
pp. 1184-1194 ◽  
Author(s):  
A Bogosian ◽  
P Chadwick ◽  
S Windgassen ◽  
S Norton ◽  
P McCrone ◽  
...  
Keyword(s):  
Randomised Trial ◽  
Intervention Group ◽  
Cost Effective ◽  
Control Group ◽  
Post Intervention ◽  
Mindfulness Intervention ◽  
Life Years ◽  
Anxiety Depression

Background: Mindfulness-based interventions have been shown to effectively reduce anxiety, depression and pain in patients with chronic physical illnesses. Objectives: We assessed the potential effectiveness and cost-effectiveness of a specially adapted Skype distant-delivered mindfulness intervention, designed to reduce distress for people affected by primary and secondary progressive MS. Methods Forty participants were randomly assigned to the eight-week intervention ( n = 19) or a waiting-list control group ( n = 21). Participants completed standardised questionnaires to measure mood, impact of MS and symptom severity, quality of life and service costs at baseline, post-intervention and three-month follow-up. Results: Distress scores were lower in the intervention group compared with the control group at post-intervention and follow-up ( p < 0.05), effect size −0.67 post-intervention and −0.97 at follow-up. Mean scores for pain, fatigue, anxiety, depression and impact of MS were reduced for the mindfulness group compared with control group at post-therapy and follow-up; effect sizes ranged from −0.27 to −0.99 post-intervention and −0.29 to −1.12 at follow-up. There were no differences in quality-adjusted life years, but an 87.4% probability that the intervention saves on service costs and improves outcome. Conclusions: A mindfulness intervention delivered through Skype video conferences appears accessible, feasible and potentially effective and cost-effective for people with progressive MS.

scholarly journals Evaluation of a training program to assist care staff to better recognize and manage depression among palliative care patients and their families

2022 ◽  
Author(s):  
Marita McCabe ◽  
David J. Mellor ◽  
Denisa Goldhammer ◽  
David John Hallford ◽  
Tanya Davison
Keyword(s):  
Palliative Care ◽  
Training Program ◽  
Self Efficacy ◽  
Intervention Group ◽  
Care Staff ◽  
Control Group ◽  
Post Intervention ◽  
Booster Sessions ◽  
Program Knowledge

This study was designed to evaluate the effectiveness of a training program to improve the knowledge, attitudes, and self-efficacy of palliative care staff and thus enable them to better detect and manage depression among palliative care patients and their families. Participants were 90 professional carers who completed a four-session training program. Knowledge, attitudes, self-efficacy, and barriers to working with depressed patients were assessed pre-intervention, post-intervention, and at a three-month follow-up. The results demonstrated that compared to the control group, the intervention group had improved in all of these areas. Improvements were maintained at the three-month follow-up in all areas except attitudes. The results of this study indicate the importance of training in managing depression among palliative care staff. Booster sessions may be needed to ensure that training program gains are maintained.

scholarly journals Assertive skills: a comparison of two group interventions with Brazilian university students

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Conceição Reis de Sousa ◽  
Ricardo da Costa Padovani
Keyword(s):  
University Students ◽  
Group Process ◽  
Irrational Beliefs ◽  
Small Sample Size ◽  
Well Being ◽  
Small Sample ◽  
Control Group ◽  
Subjective Well Being ◽  
Post Intervention

AbstractThe improvement or acquisition of socioemotional skills contributes to the academic and personal adaptation of university students. The way students think about themselves and others influence their social skills and well-being. Considering the importance of social competence for professional practice in the face of new social realities, the university must invest in programs that promote the socio-emotional development of students. This study compared the effects of interventions based on Rational Emotive Behavior Therapy and Psychoeducation on assertive skills and subjective well-being. This study involved 25 undergraduate students of a public university. The students were randomly allocated to three groups, including the Control group, and they were evaluated by means of questionnaires, inventories, scales, and written evaluation of the group process. The program consisted of 10 meetings and a 6-week follow-up. Irrational beliefs were reduced and their assertive skills’ scores increased in the post-intervention and follow-up evaluations, regardless of the group. Only verbal reports from participants indicated an increase in well-being. The students’ written reports after the end of the meetings indicate that the two forms of intervention were evaluated as promoting change by the students. One of the limitations of the study is the size of the groups. Despite the very small sample size, the study highlights that developing a set of flexible beliefs is fundamental to the exercise of assertiveness.

scholarly journals Effects of a Single Physical or Mindfulness Intervention on Mood, Attention, and Executive Functions: Results from two Randomized Controlled Studies in University Classes

Mindfulness ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 1282-1293
Author(s):  
Christian Müller ◽  
David Dubiel ◽  
Eleni Kremeti ◽  
Manuel Lieb ◽  
Elisabeth Streicher ◽  
...  
Keyword(s):  
University Students ◽  
Executive Functions ◽  
Effect Size ◽  
Repeated Measures ◽  
Physical Activity Intervention ◽  
Mindfulness Training ◽  
Medium Effect ◽  
Mindfulness Intervention ◽  
Randomized Controlled Studies ◽  
Medium Effect Size

Abstract Objectives The primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies. Methods Study 1 (physical activity intervention) was implemented in a seminar with 63 and Study 2 (mindfulness intervention) in another seminar with 28 university students. The physical intervention included stretching exercises, balancing tasks, and medium intensity cardiovascular activities. The mindfulness training included yoga exercises, guided attention, and a body scan. In the control conditions, students watched a 15-min fitness or yoga video, respectively. Several mood and attention scales, as well as executive functions were assessed before and after the intervention or control activity. A randomized within-subject cross-over design was applied in both studies. Results Repeated-measures analysis of variance revealed that participants in both intervention conditions reported mood to be more positive, more awake and calmer after the intervention compared to the control conditions. These effects were medium to large (Study 1: eta2 = .08-.30, Study 2: eta2 = .15-.30). Attention scores improved more relative to the control condition after the physical intervention (medium effect size, eta2 = .11). Executive function scores improved more relative to the control condition after the mindfulness intervention (medium effect size, eta2 = .17). Conclusions These results indicate that a short bout (15-min) of physical or mindfulness activity in a university learning setting positively affected dimensions of mood and cognition known to support academic learning.

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