Introduction
It would be apparent to admit the fact that the impacts of mindfulness to the university students depict a clear cut difference when compared to that of the general public. This is, perhaps according to a significant number of psychologists who believe that mindfulness alleviates depression, anxiety, and stress from the university students because who are almost always focused to succeed in their academic life (Gallego et al., 2014).Consequently, the study is reportedly believed to yield the anticipated results when applied to the university students as opposed to the individuals from the general public who showcase a remarkable reluctance on a daily basis.
Method
Participants
The research was to evaluate the manner in which mindfulness sections impacted the first year psychology students from Victoria university (Warnecke et al., 2011). The entire study, however, involved 220 individuals who were regarded as the control group and 335 psychology students.
Materials
Depression anxiety stress scale was preferred to be the most appropriate method of recruiting the subjects of research. Moreover, the research study involved 21 questions each with 4 multiple choices. These questions were mostly inclined towards personal experience, feelings, and emotions which were embedded within an individual. Nevertheless, the information from each and every participant was made confidential by signing a confidentiality agreement that was approved by the coordinator. Afterwards, 8 consecutive mindfulness sections were conducted with each lasting for a period of 10 minutes (Warnecke et al., 2011). To protect the privacy of each participant, age, gender, and nationality were not considered relevant at all.
Procedure
The psychology 1A students were advised by their lecturer to approach an individual from the general public who would volunteer to participate in the survey. Firstly, the psychology student would take the responsibility of disclosing the verbal agreement to the individual by requesting him to sign a control participant information form to attest that the collected data would be made confidential and anonymous.
Furthermore, the agreement unveiled the fact that the obtained scores would be randomly added to act as a control data that would be used to assess the validity of the process (Lovibond " Lovibond, 2015). As a result, the participant was informed to fold the survey in the course of the evaluation to ensure that the information would be made private. Ultimately, the collected information was submitted to Victoria University for evaluation and analysis.
Results
Participants: Combined data from 2B1 and 2B2 2018
Experimental Group - 335
Control Group – 220
Table 1
Combined Data
Student pre Mindfulness
Student Post Mindfulness
Control Group
Depression
M = 5.36 (3.62)
M = 5.29 (4.50)
M = 5.38 (4.06)
Anxiety
M = 5.60 (4.21)
M = 5.58 (4.06)
M = 4.23 (3.85)
Stress
M = 6.45 (4.14)
M = 6.75 (4.09)
M = 5.70 (3.81)
Hypothesis 1: The level of stress and anxiety significantly differed between the students and control group as opposed to depression.
Hypothesis 2: The students pre and post data in all the variables showed no significant difference.
Discussion
After a close evaluation of the relationship between the main variables, I realized that the pre-student and post-student data showed no significant difference. Additionally, it would be obvious to admit the fact that the consistency of the hypotheses did not go in hand with the prior expectation. Consequently, the remarkable difference between the control group and the students for stress and anxiety signified the manner in which the first year psychology students responded to the university environment. Conversely, the insignificant difference in depression signified the fact that the stress and anxiety had not escalated to the extent of depressing the students.
References
Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langar, A. I., and Manas I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. Spanish Journal of Psychology, 17, e109, 1-6.
Lovibond, S.H. " Lovibond, P.F. (2015). Manual for the depression anxiety stress scales. (2nd. Ed.) Sydney: Psychology Foundation.
Warnecke, E., Quinn, S., Ogden, K., Towle, N. " Nelson, M. (2011). A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education, 45, 381-388.
