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Acceptance and effectiveness of mindfulness-based interventions within regular university course teaching: Comparison of two different formats with a control group

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Abstract

The present study aimed to develop and comparatively evaluate two formats of mindfulness-based interventions (MBI) for implementation within regular university course teaching. The primary outcome was the acceptance of the two formats. The secondary outcome was the effectiveness measured by subjective ratings of the interventions, and changes in mindfulness and stress compared to a passive control group. A total of 91 students were assigned to either one of two intervention groups or the control group. The first intervention group received a MBI as a separate course (mindfulness course; MC); the second group received a brief MBI at the beginning of another course (mindful beginning of course; MBOC). Questionnaires were administered prior to the first MBI session (T1) and a week after the last MBI session (T2). Acceptance was assessed in the intervention groups at T2. Effectiveness measures were subjective ratings at T2 (intervention groups only) as well as mindfulness (FFMQ-D) and perceived stress (PSQ) assessed at T1 and T2 in all three groups. Both formats were highly accepted and rated as beneficial. Though some ratings were higher for the MC than the MBOC. Compared to the control group, mindfulness increased more in the MC group, but so did stress. In contrast, mindfulness and perceived stress remained unaffected in the MBOC group. MBIs implemented within regular university course teaching are a low-threshold approach to reach larger numbers of students. Different delivery modes and intensities are feasible and accepted by the students.

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Data availability

The data supporting the findings of this study are not openly available due to reasons of sensitivity but are available from the corresponding author upon reasonable request. The same applies to the consent forms and further materials.

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Authors and Affiliations

  1. Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Oberbettringer Str. 200, 73525, Schwäbisch Gmünd, Germany

    Anna Westbrock & Birte Dohnke

  2. Faculty of Social and Health Studies, University of Applied Science Kempten, Bahnhofstraße 61, 87435, Kempten (Allgäu), Germany

    Anna Westbrock

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  1. Anna Westbrock
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  2. Birte Dohnke
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Both authors made substantial contributions to the conception and design of the study, the analysis and interpretation of data, drafted or revised the manuscript, and approved this version to be published.

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Correspondence to Anna Westbrock.

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Westbrock, A., Dohnke, B. Acceptance and effectiveness of mindfulness-based interventions within regular university course teaching: Comparison of two different formats with a control group. Curr Psychol 42, 21552–21564 (2023). https://doi.org/10.1007/s12144-022-03114-x

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