Targeted mindfulness and self-compassion improve long-term stress reduction in distance learning students: a randomized trial.
Lotte Bock, Miriam Hägerbäumer, Erik Riedel, Madiha Rana
Frontiers in Psychology 2025 DOI: 10.3389/fpsyg.2025.1678094 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 98 |
| Population | University students in distance learning contexts |
| Intervention | comprehensive mindfulness program |
| Duration | 28-day intervention, three-month follow-up |
| Topics | Meditation |
| Keywords | Cognitive load theory Digital mental health Distance learning Emotional resilience Gratitude Perceived stress Self-compassion |
| Key findings | Only participants in the targeted mindfulness intervention focusing on self-compassion and gratitude sustained reductions in perceived stress at three-month follow-up, while both groups showed short-term improvements. |
Abstract
Stress remains a critical barrier to psychological wellbeing and academic functioning among university students, particularly in cognitively demanding distance learning contexts. These students often experience role conflict, social isolation, and increased mental load, which can hinder effective learning. This study examined whether a targeted web-based mindfulness intervention-focused on self-compassion and gratitude-produces more sustainable psychological benefits than a comprehensive mindfulness program. This randomized controlled trial included 167 university students who were randomized to one of two intervention arms; the final analytic sample comprised 98 participants after pre-specified, arm-blind outlier handling and exclusions due to missingness. Both interventions were delivered over 28 days using daily digital exercises. Measures of mindfulness, self-compassion, and perceived stress were collected at baseline, post-intervention, and at a three-month follow-up. Both intervention groups showed significant short-term improvements in mindfulness and perceived stress (p < 0.001). However, only participants in the targeted intervention group sustained reductions in perceived stress at the three-month follow-up (p < 0.01), with T3 maintenance assessed within arms. The targeted program was intentionally structured using cognitive learning theories-specifically Cognitive Load Theory to reduce extraneous processing and Spaced Repetition Theory to support memory consolidation-by emphasizing repetition of two core practices. The findings suggest that simplified, theory-informed mindfulness interventions may improve psychological resilience in cognitively burdened learners by facilitating deeper internalization and emotional regulation. This study contributes to educational psychology by demonstrating how instructional design grounded in cognitive theory can enhance mental health and support learners' capacity to manage stress in demanding academic contexts.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 14
- Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial. International Journal of Stress Management May 1, 2005
- The effect of loving-kindness meditation on positive emotions: a meta-analytic review Frontiers in Psychology November 3, 2015
- Mindfulness to improve the mental health of university students. A systematic review and meta-analysis. Frontiers in Public Health 2023
- The efficacy of mindfulness-based interventions on mental health among university students: a systematic review and meta-analysis. Frontiers in Public Health 2023
- The effect of mindfulness interventions on stress in medical students: A systematic review and meta-analysis. PLoS One 2023
and 9 more in the library