Changes in stress-related outcomes among graduate students following the Mindfulness Ambassador Program: A pilot study
Bibliographic record
Abstract
OBJECTIVES: Graduate students face numerous demands, high stress levels, and associated challenges to intra- and inter-personal relationships. Mindfulness may help to ease such challenging experiences. The Mindfulness Ambassador Program (MAP) is a promising group-based program that has not yet been studied among graduate students. The primary objectives of this study were to: (1) explore graduate students' perceptions of stress, and their relationships with themselves and meaningful others; (2) explore graduate students' perspectives of and satisfaction with the MAP; and (3) investigate if participation in the MAP elicited changes in graduate students' perceived levels of stress, self-awareness, interpersonal skills, and/or social connectedness. METHODS: In this one-group, pre/post mixed-methods pilot study, nine participants completed pre-post questionnaires and participated in a semi-structured interview post-intervention. Data were analyzed using descriptive statistics, thematic analysis, and paired t-tests. RESULTS: Pre-intervention, qualitative themes included participants experiencing moderate-to-high stress levels, intrapersonal conflict, interpersonal relationship challenges, and seeing oneself as a work in progress. Post-intervention themes included better stress management, increased consideration for oneself and others, feelings of connection with others, and overall satisfaction with the MAP. Statistically significant improvements were found from pre- to post-intervention in mean score differences for perceived stress (p = .043), private self-awareness (p = .006), awareness of immediate surroundings (p = .044), and social connectedness (p = .006). CONCLUSIONS: Participants reported several benefits from their positive experience participating in the MAP. These findings may be used to inform future mindfulness-based programming for graduate students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".