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)
Study at a glance
AI-extracted from the abstract| 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 Well-being Clinical psychology Psychological intervention Intervention counseling Applied psychology Psychotherapist |
| Citations | 51 |
| Key findings | 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.