Mobile Mindfulness Training and Physics Learning
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 303
- 试验地点
- 2
- 主要终点
- Mean Change in Daily Responses to Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
研究概览
简要总结
This study tests the impact of mindfulness vs. relaxation training on psychological threat and challenge, emotions/emotion regulation, motivation/engagement, and performance among undergraduates enrolled in introductory physics courses. Data used to compare groups will be collected from a variety of sources, including self-report surveys, experience sampling and daily diary assessments, physics learning activities, and academic records.
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 undergraduate
- •enrolled in introductory physics
- •self-reports psychological threat in physics
排除标准
- •under 18 years of age
- •not a current University of Pittsburgh undergraduate
- •not enrolled in introductory physics
- •does not self-report psychological threat in physics
结局指标
主要结局
Mean Change in Daily Responses to Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
时间窗: From enrollment up to 1 week post-intervention
Daily reappraisal, perspective shifting, and relaxation measured using 6 self-report items with Likert scale from 0 (not at all true) to 4 (completely true). Composite scores for reappraisal, perspective shifting, and relaxation are calculated as an average of all items for each subscale, respectively. Daily responses to emotions ranges from 0 to 4, with higher scores indicating greater use of reappraisal, perspective shifting, or relaxation.
Mean Change in Daily Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
时间窗: From enrollment up to 1 week post-intervention
Daily Physics Emotions measured using 12 self-report items with Likert scale from 0 (not at all) to 4 (an extreme amount). Daily Physics Emotions are calculated by averaging daily emotion items, with scores closer to 4 indicating experiencing more extreme emotions in physics.
Mean Change in Daily Threat vs. Challenge Appraisals from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
时间窗: From enrollment up to 1 week post-intervention
Daily Threat vs. Challenge Appraisals measured using 3 self-report items about threat, challenge, and confidence with regarding to unpleasant physics emotions with Likert scale from 1 (strongly disagree) to 6 (strongly agree).
Mean Change in Daily Physics Engagement from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
时间窗: From enrollment up to 1 week post-intervention
Degree to which students felt engaged in and motivated to learn physics on a daily basis. Measured using 2 self-report items measured with Likert scale from 1 (not at all motivated/engaged) to 6 (extremely motivated/engaged). Daily engagement is calculated by averaging both items, with scores closer to 6 indicating more greater physics engagement.
次要结局
- State Presence assessed via Ecological Momentary Assessment(during intervention, five days)
- State Relaxation assessed via Ecological Momentary Assessment(during intervention, five days)
- Mean Change in Physics Self-Efficacy from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- State Physics Anxiety assessed via Ecological Momentary Assessment(during intervention, five days)
- Mean Change in Psychological Threat vs. Challenge from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Metacognitive strategies from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Physics Belonging from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Physics Intelligence Mindset from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Proactive Mindset from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Performance on the Preparation for Future Learning Task(3 days post-intervention)
- Problem selection on a Make-a-Physics task(3 days post-intervention)
- Mean Change in Physics Anxiety from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Unpleasant Emotions-Can-Be-Enhancing Mindset from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Physics Identity from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Performance on Physics problem solving Tasks(3 days post-intervention)
- Mean Change in Physics Value from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Cognitive Effort from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Mean Change in Cognitive Problem-Solving Strategies from baseline up to 3 months post-intervention assessed via Self-Report(From enrollment, up to 3 months post-intervention)
- Judgments of confidence, difficulty, and self-efficacy during the physics problem solving and Preparation for Future Learning tasks assessed via Self-Report(3 days post-intervention)
研究者
Brian Galla
Associate Professor
University of Pittsburgh