Volume 8, Article 3

The Effectiveness of Online Mindfulness Training for Reducing Stress in Academic Context During COVID-19 Restrictions
Tünde Póka,  Andrea Barta and László Mérő

Citation: Póka, T., Barta, A., & Mérő, L. (2024). The Effectiveness of Online Mindfulness Training for Reducing Stress in Academic Context During COVID-19 Restrictions. International Journal of Stress Prevention and Wellbeing, 8, 3, 1-14. https://www.stressprevention.net/volume/volume-8-2024/volume-8-article-3/

Processing dates: Submitted: 13th March 2023; Re-submitted: 5th August 2023; Accepted: 16th October 2023; Published: 17th April 2024


Objectives: The current study aimed to investigate the feasibility, effectiveness, and durability of the effects of online, group-based, Hungarian adaptation of mindfulness training, built on the ACT (Acceptance and Commitment Therapy) model for university students. It aimed to reduce stress levels and improve mindfulness and self-compassion.

Design: Within-subjects, repeated measures design.

Methods: Following a 12-week Mindfulness online group-based intervention, university students completed pre- (n = 35), post- (n = 28), 6-month (n = 17), and 12-month follow-up
(n = 7) measures on stress, mindfulness, and self-compassion.

Results: There was a significant increase in mindfulness from pre- to post-test (d = .91), as well as in self-compassion (d = .86), alongside reductions in stress (d = .42). The change scores
indicated the important role of self-compassion in the effect of the intervention on stress. The results also suggest that these changes may represent a lasting benefit of this training.

Conclusion: The results offer preliminary support for the feasibility, acceptability, and effectiveness of group-based online mindfulness training for reducing university students’ stress and improving their levels of mindfulness and self-compassion in the online academic context of COVID-19.

Keywords: mindfulness, students, stress, self-compassion, intervention

Volume 8, Article 3

Tünde Póka is with the Evidence-Based Psychological Assessment and Interventions Doctoral School, Babeș-Bolyai University, Cluj-Napoca, Romania.
Email: tunde.poka@ubbcluj.ro
Web: https://www.ubbcluj.ro/en/

Andrea Barta is with the Department of Applied Psychology, Babeș-Bolyai University, Cluj-Napoca, Romania.
Web: https://www.ubbcluj.ro/en/

László Mérő is with the Department of Affective Psychology, ELTE, Institute of Psychology, Eötvös Lóránd University, Budapest, Hungary.
Web: https://www.elte.hu/