Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial
Objectives College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI StudiCare Mindfulness , and examined po...
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| Veröffentlicht in: | Mindfulness 2022-09, Vol.13 (9), p.2140-2154 |
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| creator | Küchler, Ann-Marie Kählke, Fanny Vollbrecht, Danielle Peip, Katharina Ebert, David D. Baumeister, Harald |
| description | Objectives
College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI
StudiCare Mindfulness
, and examined potential moderators and mediators of effectiveness.
Methods
In this randomized controlled trial, 150 college students with low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5 weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1) randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential moderators.
Results
Intention-to-treat analyses (
N
= 149) showed a large effect of StudiCare Mindfulness on mindfulness (
d
= 1.37; 95% CI: 1.01–1.73) compared to WL at t1 (
β
= 1.18; 95% CI: 0.96–1.40). Effects on secondary outcomes were significant in favor of the intervention group except for physical quality of life. Mindfulness was found to mediate intervention effectiveness on depression, anxiety, and stress. Moderation analysis was non-significant except for baseline openness to experience, with lower openness associated with larger intervention effects on mindfulness.
Conclusions
This trial suggests that StudiCare Mindfulness may enhance mindfulness and reduce mental health problems. Its potential applicability as low-threshold prevention and treatment option on a population level should be subject to future trials.
Trial Registration
German Clinical Studies Trial Register TRN: DRKS00012559. |
| doi_str_mv | 10.1007/s12671-022-01949-w |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2920236300</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2920236300</sourcerecordid><originalsourceid>FETCH-LOGICAL-c417t-fd0f565ac5787ece236f426e184c463be93b48963498c31ec7b42858528e29263</originalsourceid><addsrcrecordid>eNp9Uctu3CAURVEjZTTND2SFlO244WFj3F1qpW2kRJHyWCMGXxIiD0yByWj6O_nR4rpqd2XDQZyHdA5CZ5R8ooS0F4ky0dKKMFYR2tVdtT9CCyqFrGTDmw9_MWtP0GlKr6Qc3nFKxQK9X1kLJrs38JDSCl8aA9us1250-bDC2g_4FsyL9i5tEg4W9wU_w4TyC-BrnyF6yNUXnWCYn8Uqu-DxQ94NrtcR8K3zg92NUwK2IeI-jCMUk4lRyOkz1vi-RIWN-1lc-uBznCgDfoxOjx_RsdVjgtM_9xI9fb167L9XN3ffrvvLm8rUtM2VHYhtRKNN08oWDDAubM0EUFmbWvA1dHxdy07wupOGUzDtumayKb1IYB0TfInOZ99tDD92kLJ6DbvoS6Qq_6T48VLcErGZZWJIKYJV2-g2Oh4UJWraQ817qLKH-r2H2hcRn0WpkEt_8Z_1f1S_AIn3j_U</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2920236300</pqid></control><display><type>article</type><title>Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial</title><source>ProQuest Central (Alumni Edition)</source><source>SpringerLink Journals</source><source>ProQuest Central Korea</source><source>ProQuest Central UK/Ireland</source><source>ProQuest Central</source><creator>Küchler, Ann-Marie ; Kählke, Fanny ; Vollbrecht, Danielle ; Peip, Katharina ; Ebert, David D. ; Baumeister, Harald</creator><creatorcontrib>Küchler, Ann-Marie ; Kählke, Fanny ; Vollbrecht, Danielle ; Peip, Katharina ; Ebert, David D. ; Baumeister, Harald</creatorcontrib><description>Objectives
College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI
StudiCare Mindfulness
, and examined potential moderators and mediators of effectiveness.
Methods
In this randomized controlled trial, 150 college students with low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5 weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1) randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential moderators.
Results
Intention-to-treat analyses (
N
= 149) showed a large effect of StudiCare Mindfulness on mindfulness (
d
= 1.37; 95% CI: 1.01–1.73) compared to WL at t1 (
β
= 1.18; 95% CI: 0.96–1.40). Effects on secondary outcomes were significant in favor of the intervention group except for physical quality of life. Mindfulness was found to mediate intervention effectiveness on depression, anxiety, and stress. Moderation analysis was non-significant except for baseline openness to experience, with lower openness associated with larger intervention effects on mindfulness.
Conclusions
This trial suggests that StudiCare Mindfulness may enhance mindfulness and reduce mental health problems. Its potential applicability as low-threshold prevention and treatment option on a population level should be subject to future trials.
Trial Registration
German Clinical Studies Trial Register TRN: DRKS00012559.</description><identifier>ISSN: 1868-8527</identifier><identifier>EISSN: 1868-8535</identifier><identifier>DOI: 10.1007/s12671-022-01949-w</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Anxiety ; Behavioral Science and Psychology ; Child and School Psychology ; Citizenship ; Cognitive Psychology ; College students ; Consent ; Internet access ; Intervention ; Mental depression ; Mental disorders ; Mental health ; Meta-analysis ; Mindfulness ; Original Paper ; Pediatrics ; Psychology ; Psychotherapy ; Public Health ; Social Sciences ; Sociodemographics ; Stress</subject><ispartof>Mindfulness, 2022-09, Vol.13 (9), p.2140-2154</ispartof><rights>The Author(s) 2022</rights><rights>The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c417t-fd0f565ac5787ece236f426e184c463be93b48963498c31ec7b42858528e29263</citedby><cites>FETCH-LOGICAL-c417t-fd0f565ac5787ece236f426e184c463be93b48963498c31ec7b42858528e29263</cites><orcidid>0000-0003-3305-4892</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12671-022-01949-w$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2920236300?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21388,21389,21391,27924,27925,33530,33744,34005,41488,42557,43659,43805,43953,51319,64385,64389,72469</link.rule.ids></links><search><creatorcontrib>Küchler, Ann-Marie</creatorcontrib><creatorcontrib>Kählke, Fanny</creatorcontrib><creatorcontrib>Vollbrecht, Danielle</creatorcontrib><creatorcontrib>Peip, Katharina</creatorcontrib><creatorcontrib>Ebert, David D.</creatorcontrib><creatorcontrib>Baumeister, Harald</creatorcontrib><title>Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial</title><title>Mindfulness</title><addtitle>Mindfulness</addtitle><description>Objectives
College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI
StudiCare Mindfulness
, and examined potential moderators and mediators of effectiveness.
Methods
In this randomized controlled trial, 150 college students with low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5 weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1) randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential moderators.
Results
Intention-to-treat analyses (
N
= 149) showed a large effect of StudiCare Mindfulness on mindfulness (
d
= 1.37; 95% CI: 1.01–1.73) compared to WL at t1 (
β
= 1.18; 95% CI: 0.96–1.40). Effects on secondary outcomes were significant in favor of the intervention group except for physical quality of life. Mindfulness was found to mediate intervention effectiveness on depression, anxiety, and stress. Moderation analysis was non-significant except for baseline openness to experience, with lower openness associated with larger intervention effects on mindfulness.
Conclusions
This trial suggests that StudiCare Mindfulness may enhance mindfulness and reduce mental health problems. Its potential applicability as low-threshold prevention and treatment option on a population level should be subject to future trials.
Trial Registration
German Clinical Studies Trial Register TRN: DRKS00012559.</description><subject>Anxiety</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Citizenship</subject><subject>Cognitive Psychology</subject><subject>College students</subject><subject>Consent</subject><subject>Internet access</subject><subject>Intervention</subject><subject>Mental depression</subject><subject>Mental disorders</subject><subject>Mental health</subject><subject>Meta-analysis</subject><subject>Mindfulness</subject><subject>Original Paper</subject><subject>Pediatrics</subject><subject>Psychology</subject><subject>Psychotherapy</subject><subject>Public Health</subject><subject>Social Sciences</subject><subject>Sociodemographics</subject><subject>Stress</subject><issn>1868-8527</issn><issn>1868-8535</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNp9Uctu3CAURVEjZTTND2SFlO244WFj3F1qpW2kRJHyWCMGXxIiD0yByWj6O_nR4rpqd2XDQZyHdA5CZ5R8ooS0F4ky0dKKMFYR2tVdtT9CCyqFrGTDmw9_MWtP0GlKr6Qc3nFKxQK9X1kLJrs38JDSCl8aA9us1250-bDC2g_4FsyL9i5tEg4W9wU_w4TyC-BrnyF6yNUXnWCYn8Uqu-DxQ94NrtcR8K3zg92NUwK2IeI-jCMUk4lRyOkz1vi-RIWN-1lc-uBznCgDfoxOjx_RsdVjgtM_9xI9fb167L9XN3ffrvvLm8rUtM2VHYhtRKNN08oWDDAubM0EUFmbWvA1dHxdy07wupOGUzDtumayKb1IYB0TfInOZ99tDD92kLJ6DbvoS6Qq_6T48VLcErGZZWJIKYJV2-g2Oh4UJWraQ817qLKH-r2H2hcRn0WpkEt_8Z_1f1S_AIn3j_U</recordid><startdate>20220901</startdate><enddate>20220901</enddate><creator>Küchler, Ann-Marie</creator><creator>Kählke, Fanny</creator><creator>Vollbrecht, Danielle</creator><creator>Peip, Katharina</creator><creator>Ebert, David D.</creator><creator>Baumeister, Harald</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>8FK</scope><scope>8FL</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>F~G</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>M0C</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>PYYUZ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0003-3305-4892</orcidid></search><sort><creationdate>20220901</creationdate><title>Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial</title><author>Küchler, Ann-Marie ; Kählke, Fanny ; Vollbrecht, Danielle ; Peip, Katharina ; Ebert, David D. ; Baumeister, Harald</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c417t-fd0f565ac5787ece236f426e184c463be93b48963498c31ec7b42858528e29263</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Anxiety</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Citizenship</topic><topic>Cognitive Psychology</topic><topic>College students</topic><topic>Consent</topic><topic>Internet access</topic><topic>Intervention</topic><topic>Mental depression</topic><topic>Mental disorders</topic><topic>Mental health</topic><topic>Meta-analysis</topic><topic>Mindfulness</topic><topic>Original Paper</topic><topic>Pediatrics</topic><topic>Psychology</topic><topic>Psychotherapy</topic><topic>Public Health</topic><topic>Social Sciences</topic><topic>Sociodemographics</topic><topic>Stress</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Küchler, Ann-Marie</creatorcontrib><creatorcontrib>Kählke, Fanny</creatorcontrib><creatorcontrib>Vollbrecht, Danielle</creatorcontrib><creatorcontrib>Peip, Katharina</creatorcontrib><creatorcontrib>Ebert, David D.</creatorcontrib><creatorcontrib>Baumeister, Harald</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Access via ABI/INFORM (ProQuest)</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ABI/INFORM Global (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ABI/INFORM Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Business Premium Collection (Alumni)</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Global</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ABI/INFORM Collection China</collection><collection>ProQuest Central Basic</collection><jtitle>Mindfulness</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Küchler, Ann-Marie</au><au>Kählke, Fanny</au><au>Vollbrecht, Danielle</au><au>Peip, Katharina</au><au>Ebert, David D.</au><au>Baumeister, Harald</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial</atitle><jtitle>Mindfulness</jtitle><stitle>Mindfulness</stitle><date>2022-09-01</date><risdate>2022</risdate><volume>13</volume><issue>9</issue><spage>2140</spage><epage>2154</epage><pages>2140-2154</pages><issn>1868-8527</issn><eissn>1868-8535</eissn><abstract>Objectives
College is an exhilarating but stressful time often associated with mental distress. The StudiCare project offers Internet- and mobile-based interventions (IMI) for college student mental health promotion. Within this framework, we evaluated the IMI
StudiCare Mindfulness
, and examined potential moderators and mediators of effectiveness.
Methods
In this randomized controlled trial, 150 college students with low to moderate mindfulness were randomly assigned to StudiCare Mindfulness or a waitlist control group (WL). StudiCare Mindfulness comprises 5 weekly online modules based on Acceptance Commitment Therapy and stress management. Assessments took place before (t0) and 6 weeks after (t1) randomization. Primary outcome was mindfulness. Secondary outcomes were stress, depression, anxiety, quality of life, intervention satisfaction, and adherence. Sociodemographic variables, pre-intervention symptomatology, personality traits, and attitudes towards IMI were examined as potential moderators.
Results
Intention-to-treat analyses (
N
= 149) showed a large effect of StudiCare Mindfulness on mindfulness (
d
= 1.37; 95% CI: 1.01–1.73) compared to WL at t1 (
β
= 1.18; 95% CI: 0.96–1.40). Effects on secondary outcomes were significant in favor of the intervention group except for physical quality of life. Mindfulness was found to mediate intervention effectiveness on depression, anxiety, and stress. Moderation analysis was non-significant except for baseline openness to experience, with lower openness associated with larger intervention effects on mindfulness.
Conclusions
This trial suggests that StudiCare Mindfulness may enhance mindfulness and reduce mental health problems. Its potential applicability as low-threshold prevention and treatment option on a population level should be subject to future trials.
Trial Registration
German Clinical Studies Trial Register TRN: DRKS00012559.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s12671-022-01949-w</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0003-3305-4892</orcidid><oa>free_for_read</oa></addata></record> |
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| source | ProQuest Central (Alumni Edition); SpringerLink Journals; ProQuest Central Korea; ProQuest Central UK/Ireland; ProQuest Central |
| subjects | Anxiety Behavioral Science and Psychology Child and School Psychology Citizenship Cognitive Psychology College students Consent Internet access Intervention Mental depression Mental disorders Mental health Meta-analysis Mindfulness Original Paper Pediatrics Psychology Psychotherapy Public Health Social Sciences Sociodemographics Stress |
| title | Effectiveness, Acceptability, and Mechanisms of Change of the Internet-Based Intervention StudiCare Mindfulness for College Students: a Randomized Controlled Trial |
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