Here and Now: The Effects of Mindfulness on Habitual Social Media Usage
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Social media has become a major part of modern social connection. Yet, especially for young people, using social media is associated with numerous negative mental health outcomes. In this paper, we develop and test a mindfulness intervention that disrupts potentially harmful habitual usage of social media. The mindfulness exercise is designed to help social media users shift their usage behavior with enhanced awareness of their habits and intentions. To test the effectiveness of the mindfulness exercise, we conducted an online experiment with 212 participants from a public university in Amherst, Massachusetts. The results show that a three-minute mindfulness practice brought more awareness to participants’ social media usage patterns, and through contemplation, resulted in future intentions to reduce planned social media use. The amount of reduction in planned social media use was statistically greater for those who participated in the mindfulness intervention compared to the control group. This finding is the first to empirically demonstrate the effect of a mindfulness-based intervention on intentions to improve social media usage. We discuss reasons for why a mindfulness-based solution to the global mental health crisis linked to social media usage can be a more effective approach than prior approaches based on restriction or abstinence from using social media.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it