Mobile Mindfulness Training and Physics Learning
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 149
- 试验地点
- 2
- 主要终点
- Mean differences in Physics Motivation assessed via Ecological Momentary Assessment
研究概览
简要总结
This project involves testing a brief mindfulness training program to reduce students' psychological threat and support motivation, engagement, and learning in introductory undergraduate physics courses. The investigators predict that, compared to a control condition, mindfulness training will reduce psychological threat and increase motivation, engagement, and learning in physics.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •at least 18 years of age
- •current University of Pittsburgh student
- •fluent in written and spoken English
- •enrolled in introductory physics
- •self-reported psychological threat in physics
排除标准
- •under 18 years of age
- •not a current University of Pittsburgh student
- •not fluent in written and spoken English
- •not enrolled in introductory physics
- •does not meet self-report psychological threat in physics
结局指标
主要结局
Mean differences in Physics Motivation assessed via Ecological Momentary Assessment
时间窗: Up to 3 days post-random assignment
State motivation to do physics work, measured using self-report items with Likert scale from 1 to 4. Physics motivation is calculated as an average of all items. Physics motivation ranges from 1 to 4, with higher scores indicating greater motivation to do physics work.
Mean change in Physics Interest measured via Self-Report
时间窗: Up to three months post-intervention
The degree by which student's want to know or learn about physics, measured using self-report items with Likert scale from 1 to 4. Physics interest is calculated as an average of all items. Physics interest ranges from 1 to 4, with higher scores indicating greater interest in learning about physics.
Mean change in Physics Self-Efficacy measured via Self-Report
时间窗: Up to three months post-intervention
Beliefs about the ability to perform well in physics, measured using self-report items with Likert scale from 1 to 4. Physics self-efficacy is calculated as an average of all items. Physics self-efficacy ranges from 1 to 4, with higher scores indicated greater self-efficacy to perform well in physics.
Mean change in Physics Value measured via Self-Report
时间窗: Up to three months post-intervention
Perceived value of learning physics, measured using self-report items with Likert scale from 1 to 6. Physics value is calculated as an average of all items. Physics value ranges from 1 to 6, with higher scores indicating greater perceived value of physics learning.
Mean change in Physics Belonging measured via Self-Report
时间窗: Up to three months post-intervention
Student's sense of belonging in their physics course, measured using self-report items with Likert scale from 1 to 5. Physics belonging is calculated as an average of all items. Physics belonging ranges from 1 to 5, with higher scores indicating greater sense of belonging in physics.
Mean differences in Psychological Threat measured via Ecological Momentary Assessment
时间窗: Up to 3 days post-random assignment
Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Mean change in Psychological Threat measured via Self-Report
时间窗: Up to three months post-intervention
Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Mean change in Physics Achievement Goals measured via Self-Report
时间窗: Up to three months post-intervention
Goals related to mastery approach, performance approach, or performance avoidance, measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale. Physics achievement goals range from 1 to 6, with higher scores indicating greater mastery approach, performance approach, or performance avoidance goals.
Mean change in Physics Growth Mindset measured via Self-Report
时间窗: Up to three months post-intervention
Beliefs that intelligence and abilities for physics can be developed through dedication and hard work, measured using self-report items with Likert scale from 1 to 6. Growth mindset is calculated as an average of all items. Growth mindset ranges from 1 to 6, with higher scores indicating greater growth mindsets and lower scores indicating greater fixed mindsets.
Mean change in Physics Identity measured via Self-Report
时间窗: Up to three months post-intervention
The degree by which students identify their self-concept with physics, measured using self-report items with Likert scale from 1 to 6. Physics identity is calculated as an average of all items. Physics identity ranges from 1 to 6, with higher scores indicating greater self-identification with physics.
次要结局
- Mean change in Physics performance on the assessment(Change from baseline to posttest)
- Mean differences in Meaning Making and Positive Reappraisal assessed via Ecological Momentary Assessment(Up to 3 days post-random assignment)
- Mean differences in Equanimity assessed via Ecological Momentary Assessment(Up to 3 days post-random assignment)
- Mean change in Physics Engagement assessed via Self-Report(Up to three months post-intervention)
- Mean change in Meaning Making and Positive Reappraisal assessed via Self-Report(Up to three months post-intervention)
- Mean change in Physics Anxiety assessed via Self-Report(Up to three months post-intervention)
- Mean differences in Performance on the Preparation for Future Learning Task(Posttest)
- Mean change of judgments of confidence, anxiety, and difficulty during physics assessment via Self-Report(Change from baseline to posttest)
- Mean differences in Affect assessed via Ecological Momentary Assessment(Up to 3 days post-random assignment)
- Mean differences in Mindfulness assessed via Ecological Momentary Assessment(Up to 3 days post-random assignment)
研究者
Brian Galla
Assistant Professor
University of Pittsburgh