The effects of a course‐based mindfulness intervention on college student perfectionism, stress, anxiety, self‐compassion, and social connectedness
Bibliographic record
Abstract
Abstract Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada ( n = 15). The experimental sample, aged 18−54 ( M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes ( n = 30), with ages ranging from 17 to 38 ( M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".