This study tests the impact of mindfulness vs. relaxation training on psychological threat and challenge, emotions/emotion regulation, motivation/engagement, and performance among undergraduates enrolled in introductory physics courses. Data used to compare groups will be collected from a variety of sources, including self-report surveys, experience sampling and daily diary assessments, physics learning activities, and academic records.
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Mean Change in Daily Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Timeframe: From enrollment up to 1 week post-intervention
Mean Change in Daily Responses to Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Timeframe: From enrollment up to 1 week post-intervention
Mean Change in Daily Threat vs. Challenge Appraisals from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Timeframe: From enrollment up to 1 week post-intervention
Mean Change in Daily Physics Engagement from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Timeframe: From enrollment up to 1 week post-intervention