Promoting Stress Management and Engagement in Introductory Physics Courses with Mindfulness and Relaxation

University of Pittsburgh

Status: Completed

Conditions: Psychological Stress; Coping Skills; Emotions; Emotion Regulation

Treatments: Behavioral: Relaxation; Behavioral: Mindfulness

Study type: Interventional

Funder types: Other; Other U.S. Federal agency

Identifiers

NCT05542498

STUDY19050258 Part 2

Details and patient eligibility

About

This study tests the impact of mindfulness vs. relaxation training on psychological threat and challenge, emotions/emotion regulation, motivation/engagement, and performance among undergraduates enrolled in introductory physics courses. Data used to compare groups will be collected from a variety of sources, including self-report surveys, experience sampling and daily diary assessments, physics learning activities, and academic records.

Enrollment: 303 patients

Sex: All

Ages: 18+ years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• at least 18 years of age
• current University of Pittsburgh undergraduate
• enrolled in introductory physics
• self-reports psychological threat in physics

Exclusion criteria

• under 18 years of age
• not a current University of Pittsburgh undergraduate
• not enrolled in introductory physics
• does not self-report psychological threat in physics

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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303 participants in 2 patient groups

Mindfulness Training

Active Comparator group

Description:

5-lesson audio-guided mindfulness training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5

Treatment:

Behavioral: Mindfulness

Relaxation Training

Active Comparator group

Description:

5-lesson audio-guided relaxation training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5

Treatment:

Behavioral: Relaxation