Investigating the effect of Mindfulness-Based Stress Reduction on stress level and brain activity of college students.

Abstract

Financial constraints usually hinder students, especially those in low-middle income countries (LMICs), from seeking mental health interventions. Hence, it is necessary to identify effective, affordable and sustainable counter-stress measures for college students in the LMICs context. This study examines the sustained effects of mindfulness practice on the psychological outcomes and brain activity of students, especially when they are exposed to stressful situations. Here, we combined psychological and electrophysiological methods (EEG) to investigate the sustained effects of an 8-week-long standardized Mindfulness-Based Stress Reduction (MBSR) intervention on the brain activity of college students. We found that the Test group showed a decrease in negative emotional states after the intervention, compared to the no statistically significant result of the Control group, as indicated by the Perceived Stress Scale (PSS) (33% reduction in the negative score) and Depression, Anxiety, Stress Scale (DASS-42) scores (nearly 40% reduction of three subscale scores). Spectral analysis of EEG data showed that this intervention is longitudinally associated with increased frontal and occipital lobe alpha band power. Additionally, the increase in alpha power is more prevalent when the Test group was being stress-induced by cognitive tasks, suggesting that practicing MBSR might enhance the practitioners’ tolerance of negative emotional states. In conclusion, MBSR intervention led to a sustained reduction of negative emotional states as measured by both psychological and electrophysiological metrics, which supports the adoption of MBSR as an effective and sustainable stress-countering approach for students in LMICs.