Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics
Gabriel Marais, Sophie Lantheaume, Robin Fiault, Rebecca Shankland
European Journal of Investigation in Health Psychology and Education November 3, 2020 DOI: 10.3390/ejihpe10040073 (opens in new tab) via OpenAlex
Summary
AI-generated from the abstractA mindfulness-based program improved psychological flexibility, mental health, well-being, and efficient time use among academics. The eight-week program was offered to 21 participants, while 22 others served as a wait-list control. Self-reported measures showed significant increases in the intervention group compared to controls across all outcomes, including reduced stress, anxiety, and depression symptoms. The results suggest that such programs can help academics manage time better and enhance adaptive functioning and well-being.
Study at a glance
| Characteristics | Controlled trial with wait-list control group Peer reviewed |
|---|---|
| Sample size | 43 |
| Population | Academics in a French research department |
| Intervention | mindfulness-based program |
| Duration | Eight week program |
| Topics | Anxiety Meditation |
| Keywords | Mental health Flexibility engineering Stress management |
| Citations | 51 |
| Key finding | The mindfulness-based program significantly increased psychological flexibility, mental health, well-being, and efficient time use compared to the wait-list control. |
Abstract
(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics' psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.