Testing the Effects of Two Mindfulness-based Programs on Well Being and Academic Performance of Undergraduate Students of Translation and Interpreting: An Interventional Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 75
- 试验地点
- 1
- 主要终点
- Change on the Emotion Regulation Questionnaire
研究概览
简要总结
The Faculty of Translation and Interpreting of the University of Granada (UGR) has been leading the lists of the best faculties in this area in Spain and abroad for years. This has largely defined the profile of its students as high performing and, therefore, more prone to display maladaptive perfectionism which can lead to psychological distress (Rice et al 2006). However psychological distress is not something that only affects high profile students. Several studies report overall greater stress levels among undergraduate students when compared to general population levels (Ramasubramanian 2017). In fact, it is estimated that nearly 40 percent of university students experience mild to severe depressive symptoms with over 50 percent of students predicted to experience some level of depressive symptomatology during their college years (Pogrebtsova et al 2018: 46). Coping with cognitive and emotional challenges is therefore a desirable aim for every student on a daily bases.
It is within this framework that CRAFTftiugr was born, a teaching innovation project, which is the result of the interaction among experts in mindfulness, lecturers and researchers in Translation and Interpreting and Experimental Psychology, students, Administrative and Support Staff and social stakeholders in the context of Higher Education. The main objective of the study is to test whether participating in a course on mindfulness-based techniques can improve students' cognitive, emotional and personal traits as well as academic performance. Together with this main purpose, the present study also aims to compare the effects of two mindfulness based programs, MBSR and CRAFT, on the students' ability to improve specific aspects of cognition, emotional intelligence, creativity or academic performance among others. Both mindfulness-based programs involve training sustained attention and an accepting and open attitude though they differ in several aspects of their methods, intention and aims.
Drawing conclusions from the outcomes, a curriculum applied to Translation and Interpreting Studies will be designed aimed at preventing the development of psychological stress, perfectionism and other anxiety disorders, maximizing comfort in the Higher Education context and, ultimately, improving academic achievement.
详细描述
The first year of the project has been devoted to the design of the study, the creation of the curriculum content for the courses (see attached document), all the administrative procedures aimed at formally introducing a course of this type into the Bachelor's Degree in Translation and Interpreting, and applying and receiving approval from the UGR Ethics Committee on Human Research (CEIH), the UGR Human Subjects Protection Review Board (see attached document).
All 1st and 4th year students are informed and invited to participate both in the course and in the study; they can choose to participate either in the study alone, in the course alone or in both.
So that the 4 ECTS credits of the mindfulness-based course can be validated for the completion of the Degree in Translation and Interpreting as prescribed by the European Higher Education Area, a petition was filed to the governing body of the Faculty of Translation and Interpreting of the UGR. In this petition, the content of the course, design and aim of the study, potential participants, duration and other issues related with the project were included and explained. The Faculty grants some facilities (lecture rooms and Administrative and Support Staff's help) and allows the validation of 4 ECTS credits in exchange for participation in the course.
In order to encourage participation in the study besides the 4 European Credit Transfer and Accumulation System (ECTS) credits obtained as a result of attending the course, they could receive a discount on the original price for the ECTS credit in case they also opt for participating in the study. If they are grant holders, they get a further discount.
All participants are asked to fill in an informed consent, a demographic questionnaire to determine eligibility and a battery of tests. Eligible participants are randomly assigned to either the MBSR group or the CRAFT group. To ensure a balanced proportion of 1st and 4th year students in each group, the course year variable is blocked. Also, excluded students who follow the course, are assigned to both groups proportionally with the criterion of "being 1st or 4th year students".
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Quadruple (Participant, Care Provider, Investigator, Outcomes Assessor)
盲法说明
Investigator: researchers have no information on participants' allocation in the groups; a research assistant from the Cognitive Neuroscience Group is designated for this purpose. None of the participants are students of any of the researchers. For the purpose of communicating with the participants over group allocation, another lecturer from the Translation Department is appointed. Outcome Assessors: all measures except one are collected online via the UGR LimeSurvey platform and no recording of group assignment is introduced in the system. The only face-to-face measure is administered at the baseline by another member who is blind to hypothesis. Care providers: they are not informed about the outcome measures or specific research hypothesis regarding expected effects for each program. Participants: although it is not possible to blind their assignment to the groups, they are not informed about the specific hypothesis regarding the expected outcomes of the programs.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students from 1st year of the joint Bachelor's Degree in Translation and Interpreting, and Tourism of the University of Granada.
- •Students from 1st year of the Bachelor's Degree in Translation and Interpreting of the University of Granada.
- •Students from 4th year of the Bachelor's Degree in Translation and Interpreting of the University of Granada.
排除标准
- •Current psychotherapy or history of psychotic disorder or neurological condition.
- •Established formal meditation prior experience.
研究组 & 干预措施
CRAFT group
This arm will instruct the students on an adapted and extended version of the CRAFT program. This is a mindfulness based program which is a systematic combination of practices derived from ancient philosophies, such as yoga and Buddhism, in conjunction with more recent disciplines such as mindfulness, emotional intelligence and positive psychology. The contents are structured along in five consecutive modules aimed at cultivating and enhancing consciousness, relaxation and regulation, attention, bliss and transcendence.
干预措施: The CRAFT program (adapted due to COVID-19) (Behavioral)
MBSR group
This arm will instruct the students on an adapted and extended version of the Mindfulness-Based Stress Reduction (MBSR) program. The MBSR is a secular, evidence-based practice originally developed for chronic pain, but which has reported positive results among an array of clinical and nonclinical populations. This program aims to cultivate non-judgmental attention to and awareness of present moment experience while promoting stress reduction.
干预措施: The MBSR program (adapted due to COVID-19) (Behavioral)
No intervention group
This group does not receive any instruction. The aim of this arm is to determine if there are any differences in outcomes between the two groups that receive intervention and this one.
结局指标
主要结局
Change on the Emotion Regulation Questionnaire
时间窗: Baseline, 4 months
A 10-item self-report scale, translated and validated in Spanish, that measures emotion regulation (Gross and John 2003; Cabello, Salguero, Fernández-Berrocal and Gross 2013). Respondents rate a series of statements on a 7-point likert scale, with 1 being "I strongly disagree" and 7 being "I totally agree".
Change on the Five Facets Mindfulness Questionnaire
时间窗: Baseline, 4 months
A 39-item self-report scale, translated and validated in Spanish, that measures mindfulness traits (Baer et al 2006, 2010; Cebolla et al 2012). Respondents rate a series of statements on a 5-point likert scale, with 1 being "never" and 5 being "very often".
Change on the Test on creativity
时间窗: Baseline, 4 months
Face-to-face questionnaire, in Spanish, measuring divergent thinking (Berná and Limiñana 2010, Elisondo et al 2017).
Change on the Mind Wandering questionnaire
时间窗: Baseline, 4 months
An 8-item self-report scale, translated and validated in Spanish, that measures the levels of the mind wandering trait (Carriere et al 2013). Respondents rate a series of statements on a 7-point likert scale, with 1 being "almost never" and 7 being "almost always".
Change on the ANTIVEA task
时间窗: Baseline, 4 months
Online cognitive test, assessing several objective indices (based on participant's reaction times and accuracy) of attention and vigilance (Luna et al 2018).
Change on the Depression Anxiety Stress Scale
时间窗: Baseline, 4 months
A 21-item self-report scale, translated and validated in Spanish, that measures depression, anxiety and stress levels (Henry and Crawford 2005, Bados et al. 2005). Respondents rate a series of statements on a 4-point likert scale, with 0 being "not at all true of me" and 3 being "very true of me".
Change on the Cultural Intelligence Scale
时间窗: Baseline, 4 months
A 20-item self-report scale, translated and validated in Spanish, that measures cultural intelligence (Ang et al 2007; Moyano et al 2014). Respondents rate a series of statements on a 7-point likert scale, with 1 being "I strongly disagree" and 7 being "I totally agree".
Change on the Motivated Strategies for Learning Questionnaire
时间窗: Baseline, 4 months
A 52-item self-report scale, translated and validated in Spanish, that measures motivation and learning strategies (Rojas-Ospina and Valencia-Serrano 2019; Muñoz and Asencio 2018; Pintrich et al 1987, Pintrich and De Groot 1990; Martínez Fernández and Galán 2000). Respondents rate a series of statements on a 5-point likert scale, with 1 being "I strongly disagree" and 5 being "I totally agree".
Change on the Trait Emotional Intelligence Questionnaire
时间窗: Baseline, 4 months
A 30-item self-report scale, translated and validated in Spanish, that measures self-regulation, psychological wellbeing, sociability and emotionality (Petrides et al 2016, Pérez 2003). Respondents rate a series of statements on a 7-point likert scale, with 1 being "I strongly disagree" and 7 being "I totally agree".
次要结局
- Academic performance assessment(Up to 4 years)
- Qualitative questionnaire on students' experience(4 months)
研究者
Mercedes García de Quesada
Mercedes García de Quesada, PhD Associate Professor-tenured
Universidad de Granada