Table_4_The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life.DOCX

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context.
Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.
Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.
Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.
Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].

研究背景：本研究旨在探究在真实场景下于教育机构面向师范学生开展的、包含基于正念减压疗法（Mindfulness-Based Stress Reduction, MBSR）的正念项目，对师范学生心理健康的影响。
研究方法：本研究于2019年与2020年秋季，针对丹麦某师范教育本科项目中自主报名的师范学生开展平行随机对照试验（Randomized Controlled Trial, RCT）。存在以下情况者不建议参与本研究：(1) 临床抑郁症或被诊断为精神病、精神分裂症；(2) 酒精、毒品及/或药物滥用者。随机分组由一名对学生身份设盲的统计学家完成，研究数据采用自陈式问卷收集。主要结局指标为基线后3个月时感知压力的变化情况；次要结局指标包括焦虑与抑郁症状、幸福感、心理韧性、正念水平，以及静息状态下的思维与情绪。干预效应分析遵循意向性治疗原则，采用混合效应线性回归模型开展；同时通过结构方程模型，探究正念技能对心理健康结局的中介效应。
研究结果：本研究共纳入67名师范学生，其中34名被分配至干预组（年龄中位数：25岁；女性24名，占比71%），33名被分配至等待列表对照组（年龄中位数：25岁；女性25名，占比76%）。基线时，干预组的感知压力量表（Perceived Stress Scale, PSS）平均得分为18.88（标准差SD:5.75），等待列表对照组得分为17.91（标准差SD:6.36）。共有56名学生完成了3个月随访阶段的问卷（干预组与对照组各28名）。研究发现，干预措施对感知压力、焦虑与抑郁症状、幸福感，以及7项静息状态维度中的3项均产生了具有统计学意义的影响；但对心理韧性与正念水平无显著作用。同时发现，静息状态维度存在具有统计学意义的中介效应。
研究结论：本研究结果表明，在师范教育本科项目中引入正念项目，可在3个月内显著改善自主报名参与学生的心理健康水平；中介分析结果支持了“部分干预效应可通过减少分心思维得以解释”的假说。
临床试验注册：[www.ClinicalTrials.gov]，注册号[NCT04558099]