Validation of online mindfulness-enhanced course for stress reduction in teachers.
Qun Ye, Ying Huang, Xingcheng Ge, Xiaolan Song
Frontiers in Psychiatry April 4, 2023 DOI: 10.3389/fpsyt.2023.1086142 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 132 |
| Population | Teachers |
| Intervention | Online mindfulness-enhanced course |
| Duration | 3-week online mindfulness course |
| Measures | Chinese Perceived Stress Scale (CPSS), Five Factor Mindfulness Questionnaire (FFMQ) |
| Topics | Meditation |
| Keywords | Stress Emotion Teacher Online course |
| Key findings | Among 6,252 teachers surveyed, 61.72% met the threshold for Health Risk Stress, and mindfulness scores were negatively associated with perceived stress. In the randomized phase with 132 teachers, the 3-week online mindfulness course produced a significant decrease in perceived stress and negative emotion and increased understanding of mindfulness mechanisms compared with an active control group; individual improvement in mindfulness scores was predicted by practice time. |
Abstract
Background: Mindfulness-based interventions have gained popularity as a means of reducing stress and increasing resilience among the preclinical population. The present study aimed to investigate the effects of an online mindfulness-enhanced course on stress reduction in teachers, especially since online learning and teaching have been frequently applied to respond to emergencies such as COVID-19-relevant school suspension.
Methods: The study consisted of two phases. Phase 1 aimed to explore the relationship between teachers' perceived stress and mindfulness traits. In total of 6,252 teachers completed assessments of stress symptoms using the Chinese Perceived Stress Scale (CPSS) and occupational stress sources, as well as mindfulness using the Five Factor Mindfulness Questionnaire (FFMQ). Phase 2 aimed to examine the effectiveness of the online mindfulness-enhanced course. In total of 132 teachers were randomly assigned to either receive a 3-week online mindfulness course specifically designed for stress reduction and emotion regulation (N = 66) or a matched active control group (N = 66) and their pre-training and post-training self-reported states (e.g., perceived stress, mindfulness level, practice time) were measured.
Results: The detection rate of Health Risk Stress (≥26 scores) was as high as 61.72%, and a negative association between the score of FFMQ and perceived stress level was found. Importantly, compared to the control group, the mindfulness training group showed a significant decrease in perceived stress and negative emotion, as well as an increase in understanding of the core mechanisms of mindfulness after training. Additionally, individual improvement in FFMQ scores was predicted by practice time.
Conclusions: The study showed a high percentage of teachers experiencing stress, and the data supported the reliability and validity of the brief online mindfulness-enhanced course designed to reduce stress and regulate emotion for frontline teachers.
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 25
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Mindfulness-Based Stress Reduction for Stress Management in Healthy People: A Review and Meta-Analysis The Journal of Alternative and Complementary Medicine May 1, 2009
- Mindfulness Interventions Annual Review of Psychology September 30, 2016
- Mindfulness-Based Cognitive Therapy for Depression: A New Approach to Preventing Relapse Psychotherapy Research March 1, 2003
and 20 more in the library