A comparative study between mindfulness‐enhanced exercise training with tai chi and resistance training for college students' mental health: Efficacy, trajectories, and mechanisms
Ping Qu, Honghao Deng, Qian Cao, Yang Liu, Ting Zhu, Zhenguo Fan, Yuyin Wang
Applied Psychology Health and Well-Being December 1, 2025 DOI: 10.1111/aphw.70102 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Longitudinal Peer reviewed |
|---|---|
| Sample size | 149 |
| Population | Undergraduate students |
| Duration | 26 weekly sessions, 4-month follow-up |
| Measures | Mindfulness, Anxiety, Well-being |
| Topics | Anxiety Meditation |
| Keywords | Multilevel model Repeated measures design Psychological intervention Mental health Analysis of variance Resistance training Clinical psychology Physical therapy Intervention counseling Resistance ecology |
| Citations | 1 |
| Key findings | Both mindfulness-enhanced tai chi and mindfulness-enhanced resistance training improved mindfulness and well-being and reduced anxiety, with benefits sustained at follow-up. MTC led to faster initial mindfulness gains, while MR produced stronger later well-being gains. A bidirectional relationship existed between mindfulness and mental health outcomes. |
Abstract
Previous studies have demonstrated that mindfulness-enhanced exercise training (MEET) exerts positive effects on mental health of college students. This research aims to compare the similarities and differences in efficacy, trajectories of effects, and the underly mechanism between two distinct types of MEET, which integrates mindfulness practices with tai chi (MTC) or resistance training (MR). A total of 149 undergraduate students were randomly assigned to either the MTC or MR group. Participants attended 26 weekly sessions. Mindfulness, anxiety, and well-being were assessed at baseline, post-intervention, and 4-month follow-up, with 25 weekly measurements tracking temporal changes. Mixed analysis of variance (ANOVA) was used to evaluate intervention effects, while Hierarchical Linear Modeling (HLM) and Dynamic Structural Equation Modeling (DSEM) were used to analyze longitudinal trajectories and dynamic relationships. Mixed ANOVAs revealed that both interventions improved mindfulness and well-being and reduced anxiety, with benefits sustained at follow-up. HLM indicated linear improvement trajectories, reflecting cumulative gains. Interaction analyses revealed that MTC produced faster initial mindfulness improvements, whereas MR yielded stronger well-being gains in later phases. DSEM identified a bidirectional relationship: mindfulness reduced anxiety and enhanced well-being, while these changes reinforced mindfulness. These findings suggest that MEET enhances mental health in students regardless of exercise modality, supporting mindfulness as a flexible component of wellness programs.