Zeljka Vidic1. 1. Department of Human Performance and Health Education, Western Michigan University, Kalamazoo, Michigan, USA.
Abstract
OBJECTIVE: Examine the effects of a relaxation course with a mindfulness meditation component in a two-group pre-test and post-test non-randomized study design. PARTICIPANTS: Participants included 219 undergraduate students (experimental group: n = 103; control group: n = 116), 18-43 years old. METHODS: Completion of measures of stress, resilience, coping and mindfulness at the beginning and end of the intervention. RESULTS: The independent sample t-test analysis revealed a statistically significant decrease in stress and maladaptive coping, and an increase in resilience in the experimental group compared to the control group. CONCLUSION: Benefits were observed following the intervention by positively impacting factors associated with increased functioning in life. Classroom-based interventions could be considered beneficial for students.
OBJECTIVE: Examine the effects of a relaxation course with a mindfulness meditation component in a two-group pre-test and post-test non-randomized study design. PARTICIPANTS: Participants included 219 undergraduate students (experimental group: n = 103; control group: n = 116), 18-43 years old. METHODS: Completion of measures of stress, resilience, coping and mindfulness at the beginning and end of the intervention. RESULTS: The independent sample t-test analysis revealed a statistically significant decrease in stress and maladaptive coping, and an increase in resilience in the experimental group compared to the control group. CONCLUSION: Benefits were observed following the intervention by positively impacting factors associated with increased functioning in life. Classroom-based interventions could be considered beneficial for students.