Effects of a Brief Mindfulness Intervention on Perceived Stress, Affect, and Trait Mindfulness in College Students

Abstract

The current study was interested in the effects of a quick mindfulness meditation intervention on college students perceived stress, affect, and trait mindfulness. Students were placed into the following three groups: Silent Meditation (n = 16), Guided Meditation (n = 12), Control (No Meditation; n = 72). Each experimental group took part in a four-week mindfulness meditation intervention comprised of one session per week. Students perceived stress, affect, and trait mindfulness were measured pre-intervention, during the intervention, and post-intervention. Perceived stress was measured using the Student Stress Inventory and the College Stress Scale, affect was measured using the Positive and Negative Affect Schedule, and mindfulness was measured using the Kentucky Inventory of Mindfulness Skills. As predicted, students in the silent meditation group reported a statistically significant decrease in perceived stress over the four weeks and an increase in trait mindfulness. Although not statistically significant, the guided meditation also reported a decrease in perceived stress and increase in mindfulness. Results suggest that a short mindfulness intervention may be useful in helping college students deal with stressors of college life.