The efficacy of online mindfulness-based interventions in a university student sample: Videoconference- or podcast-delivered intervention.
Study Goal
The researchers aimed to compare the effectiveness of online mindfulness interventions delivered via videoconference versus podcasts in reducing depression, anxiety, and improving mindfulness and life satisfaction among university students during the COVID-19 pandemic.
Results Summary
The study found that videoconferencing mindfulness training led to a larger reduction in depression compared to podcast-based training. Both groups showed significant increases in mindfulness and life satisfaction, with home practice frequency linked to better outcomes only in the videoconferencing group.
Population
University students in Germany during the early phase of the COVID-19 pandemic.
Effective Dosage
7-week mindfulness intervention (frequency not specified).
Duration
7 weeks
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
online mindfulness intervention delivered by videoconference | decrease | depression | university students | - | larger reduction | #1 |
online mindfulness intervention delivered by videoconference | increase | mindfulness | university students | - | significant increase | #2 |
online mindfulness intervention delivered by videoconference | increase | life satisfaction | university students | - | significant increase | #3 |
unguided mindfulness training provided by podcasts | increase | mindfulness | university students | - | significant increase | #4 |
unguided mindfulness training provided by podcasts | increase | life satisfaction | university students | - | significant increase | #5 |
frequency of home practice | increase | outcomes | videoconferencing group | - | related to positive changes | #6 |
The increasing mental health issues among university students during the COVID-19 pandemic and the challenges of delivering face-to-face interventions during lockdowns have increased the demand for online interventions. The report presents results from a randomized controlled trial investigating the benefits of online mindfulness interventions delivered by videoconference or podcast during the early phase of the pandemic in Germany. Fifty university students were randomized to a mindfulness intervention conducted by videoconference (n = 25) or to an unguided training provided by podcasts (n = 25). All students participated in a 7-week mindfulness intervention. Outcome measures included mindfulness, depression, anxiety, and life satisfaction preintervention and postintervention. The study showed a larger reduction in depression in the videoconferencing group than in the podcast group across per protocol (PP) and intention-to-treat (ITT) analyses. There was a significant increase in mindfulness (PP and ITT samples) and life satisfaction (ITT sample) in both groups. The frequency of home practice was related to positive changes in outcomes but only for the videoconferencing group. The results suggest that mindfulness training delivered via videoconferencing can be a viable option to address depressive symptoms among students. However, both interventions were effective in increasing mindfulness and life satisfaction.