Volume 14, Issue 1 (Jan & Feb 2024)
J Research Health 2024, 14(1): 31-42 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Lee N, Kim M, Jung M. Effects of a Mindfulness-based Education Program on Mindfulness, Emotional Regulation, Interoceptive Awareness, and University-life Adjustment for Korean University Freshmen. J Research Health 2024; 14 (1) :31-42
URL: http://jrh.gmu.ac.ir/article-1-2412-en.html
URL: http://jrh.gmu.ac.ir/article-1-2412-en.html
1- Department of Physical Therapy, Kwangju Women’s University, Gwangju, Republic of Korea.
2- Department of Nursing, Kwangju Women’s University, Gwangju, Republic of Korea.
3- Department of Nursing, Kwangju Women’s University, Gwangju, Republic of Korea. ,mijeong@kwu.ac.kr
2- Department of Nursing, Kwangju Women’s University, Gwangju, Republic of Korea.
3- Department of Nursing, Kwangju Women’s University, Gwangju, Republic of Korea. ,
Abstract: (1275 Views)
Background: University freshmen experience increased stress levels, and women, in particular, experience more stress and anxiety. Maintaining mindfulness through mindfulness programs may contribute to a successful university experience. This study aims to determine the effects of a mindfulness-based education program on mindfulness, emotional regulation, interoceptive awareness, and university-life adjustment among Korean university freshmen.
Methods: This study was a single-group pre-test-post-test design and a clinical trial (No. KCT0008309) registered with the clinical research information service of South Korea. This study was conducted with 46 female university freshmen using a volunteer sampling approach in Korea from March 2023 to June 2023. The mindfulness-based education program was conducted in 12 sessions, 1 day per week, for 12 weeks. Standard questionnaires were used, including the Kentucky inventory of mindfulness skills, positive affect, and negative affect schedule, multidimensional assessment of interoceptive awareness, and college life adjustment scale. A paired-sample t-test was used for statistical analysis using IBM SPSS software, version 29.
Results: Only attention related to mindfulness had a significant difference before and after the intervention (P=0.013). Interoceptive awareness sub-items, including accept (P=0.022), return to the body (P<0.001), and trusting (P=0.035) showed significant increases following the intervention. The interpersonal relationships required during university-life adjustment also revealed a significant improvement (P=0.025). However, no significant changes were observed in the emotional regulation variables after the intervention.
Conclusion: These results suggest that implementing a mindfulness program can effectively improve self-awareness and mutual acceptance skills among female university freshmen. This can help them establish strong social connections with their peers and professors. Therefore, we suggest incorporating a mindfulness program into university curricula to support adjustment to university life among female university freshmen experiencing various forms of stress.
Methods: This study was a single-group pre-test-post-test design and a clinical trial (No. KCT0008309) registered with the clinical research information service of South Korea. This study was conducted with 46 female university freshmen using a volunteer sampling approach in Korea from March 2023 to June 2023. The mindfulness-based education program was conducted in 12 sessions, 1 day per week, for 12 weeks. Standard questionnaires were used, including the Kentucky inventory of mindfulness skills, positive affect, and negative affect schedule, multidimensional assessment of interoceptive awareness, and college life adjustment scale. A paired-sample t-test was used for statistical analysis using IBM SPSS software, version 29.
Results: Only attention related to mindfulness had a significant difference before and after the intervention (P=0.013). Interoceptive awareness sub-items, including accept (P=0.022), return to the body (P<0.001), and trusting (P=0.035) showed significant increases following the intervention. The interpersonal relationships required during university-life adjustment also revealed a significant improvement (P=0.025). However, no significant changes were observed in the emotional regulation variables after the intervention.
Conclusion: These results suggest that implementing a mindfulness program can effectively improve self-awareness and mutual acceptance skills among female university freshmen. This can help them establish strong social connections with their peers and professors. Therefore, we suggest incorporating a mindfulness program into university curricula to support adjustment to university life among female university freshmen experiencing various forms of stress.
Type of Study: Orginal Article |
Subject:
● Health Education
Received: 2023/06/20 | Accepted: 2023/09/5 | Published: 2024/02/1
Received: 2023/06/20 | Accepted: 2023/09/5 | Published: 2024/02/1
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
