The effects of brief mindfulness-based intervention on state mindfulness and attention regulation among university students in Malaysia
The cascade of events that happened due to the outbreak of Coronavirus disease (COVID-19) has brought to light the dilemmas faced by university students who are physically constrained by the lockdown and resulted in virtual learning for the past two years. There is growing evidence that practicin...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | http://eprints.usm.my/57114/1/ALICIA%20NG%20CHER%20CHING-24%20pages.pdf |
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| Summary: | The cascade of events that happened due to the outbreak of Coronavirus disease (COVID-19)
has brought to light the dilemmas faced by university students who are physically constrained
by the lockdown and resulted in virtual learning for the past two years. There is growing
evidence that practicing mindfulness brings positive outcomes for both clinical and nonclinical
populations which piques an interest in the effectiveness of an online, brief
mindfulness intervention that can be easily accessible and feasible for university students
during a global crisis. Hence, the present study explored the potential impact of a two-week
brief mindfulness-based intervention (MBI) on state mindfulness and attention regulation
among university students in Malaysia. Specifically, the hypotheses examined if the brief
MBI can significantly increase state mindfulness, reduce attention deficit, and increase
selective attention after the two-week intervention. Fifty-three students were allocated to
either the experimental group (n = 28) to immediately start the brief MBI or into the waitlist
control group (n = 25). Measures of state mindfulness (MAAS), attention deficit (ASRS), and
selective attention (Computerized Stroop Task) were administered before and after the
intervention/waiting period. Based on a mixed factorial ANOVA analysis, participation in the
brief MBI identified significant improvement in attention deficit (p = .01) and selective
attention (p = .01) after the two weeks as compared to the waitlist control group. However,
state mindfulness was significantly increased (p = .03) across all participants after the two
weeks. This provides further insight on the effectiveness of digital, audio-guided mindfulness
interventions that are brief and can be embedded in university courses or counselling
programs to promote positive outcomes for students in those challenging environments. |
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