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The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness, and Mechanisms of a Mindfulness-Based Course

Author

Listed:
  • Emma Medlicott

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Alice Phillips

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Catherine Crane

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Verena Hinze

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Laura Taylor

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Alice Tickell

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK)

  • Jesus Montero-Marin

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK
    These authors share senior authorship.)

  • Willem Kuyken

    (Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford OX3 7JX, UK
    These authors share senior authorship.)

Abstract

Mental health problems are relatively common during university and adversely affect academic outcomes. Evidence suggests that mindfulness can support the mental health and wellbeing of university students. We explored the acceptability and effectiveness of an 8-week instructor-led mindfulness-based course (“Mindfulness: Finding Peace in a Frantic World”; Williams and Penman, 2011) on improving wellbeing and mental health (self-reported distress), orientation and motivation towards academic goals, and the mechanisms driving these changes. Eighty-six undergraduate and post-graduate students (>18 years) participated. Students engaged well with the course, with 36 (48.0%) completing the whole programme, 52 (69.3%) attending 7 out of 8 sessions, and 71 (94.7%) completing at least half. Significant improvements in wellbeing and mental health were found post-intervention and at 6-week follow-up. Improvements in wellbeing were mediated by mindfulness, self-compassion, and resilience. Improvements in mental health were mediated by improvements in mindfulness and resilience but not self-compassion. Significant improvements in students’ orientation to their academic goal, measured by “commitment” to, “likelihood” of achieving, and feeling more equipped with the “skills and resources” needed, were found at post-intervention and at 6-week follow-up. Whilst exploratory, the results suggest that this mindfulness intervention is acceptable and effective for university students and can support academic study.

Suggested Citation

  • Emma Medlicott & Alice Phillips & Catherine Crane & Verena Hinze & Laura Taylor & Alice Tickell & Jesus Montero-Marin & Willem Kuyken, 2021. "The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness, and Mechanisms of a Mindfulness-Based Course," IJERPH, MDPI, vol. 18(11), pages 1-21, June.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:11:p:6023-:d:568358
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    Citations

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    Cited by:

    1. David Martínez-Rubio & Jaime Navarrete & Jesus Montero-Marin, 2021. "Feasibility, Effectiveness, and Mechanisms of a Brief Mindfulness- and Compassion-Based Program to Reduce Stress in University Students: A Pilot Randomized Controlled Trial," IJERPH, MDPI, vol. 19(1), pages 1-15, December.
    2. Stevie-Jae Hepburn & Annemaree Carroll & Louise McCuaig, 2021. "The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing," IJERPH, MDPI, vol. 18(23), pages 1-14, November.

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