Mindfulness + Relaxation for Stress Management in Physics Students

Overseen By Sara Jahanian, BS

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of Pittsburgh

Disqualifiers: Under 18, Not enrolled, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 5

303 Participants Needed

Trial Summary

What is the purpose of this trial?

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.

Research Team

Brian Galla, PhD

Principal Investigator

University of Pittsburgh

Timothy Nokes-Malach, PhD

Principal Investigator

University of Pittsburgh

Eligibility Criteria

This trial is for University of Pittsburgh undergraduates who are at least 18 years old, enrolled in introductory physics courses, and feel psychologically stressed by physics. It's not open to those under 18, not enrolled in such courses, or who don't feel this kind of stress.

Inclusion Criteria

Enrolled in introductory physics

Current University of Pittsburgh undergraduate

Self-reports psychological threat in physics

Exclusion Criteria

Not enrolled in introductory physics

Not a current University of Pittsburgh undergraduate

Does not self-report psychological threat in physics

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Intervention

Participants undergo a 5-day audio-guided training program, either mindfulness or relaxation, with additional writing activities on day 1 and day 5

1 week

5 sessions (virtual)

Immediate Post-Intervention Assessment

Assessment of treatment expectancy, performance on physics problem-solving tasks, and judgments of confidence, difficulty, and self-efficacy

3 days

Follow-up

Participants are monitored for changes in cognitive problem-solving strategies, rational-experiential ability, and other psychological measures

3 months

Treatment Details

Interventions

• Mindfulness
• Relaxation

Trial Overview The study compares the effects of mindfulness versus relaxation training on students' emotions, coping skills, motivation, engagement in class activities, and academic performance. Data will be gathered through surveys, daily assessments, classroom activities tracking and grades.

Participant Groups

Group I: Relaxation Training Active Control 1 Intervention

5-lesson audio-guided relaxation training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5

Group II: Mindfulness Training Active Control 1 Intervention

5-lesson audio-guided mindfulness training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5

Mindfulness is already approved in United States, European Union, Canada for the following indications:

Approved in United States as Mindfulness-Based Interventions for:

• Substance Abuse Treatment
• Anxiety Disorders
• Depression

Approved in European Union as Mindfulness-Based Stress Reduction for:

• Stress Management
• Anxiety Disorders
• Chronic Pain

Approved in Canada as Mindfulness-Based Cognitive Therapy for:

• Depression
• Anxiety Disorders
• Substance Abuse Treatment

Who Is Running the Clinical Trial?

University of Pittsburgh

Lead Sponsor

Trials

1,820

Recruited

16,360,000+

U.S. National Science Foundation

Collaborator

Trials

35

Recruited

9,000+