Designing and Evaluating a Mindfulness-Based Intervention for Reducing Anxiety in College Students

Thesis Abstract

The escalating prevalence of anxiety among college students has emerged as a significant mental health concern, adversely affecting academic performance, social functioning, and overall well-being. Despite the availability of traditional therapeutic interventions, there is a growing need for accessible, scalable, and non-invasive strategies that students can independently adopt to manage anxiety symptoms. This study aims to design, implement, and evaluate a mindfulness-based intervention (MBI) tailored specifically for reducing anxiety levels among undergraduate students in a university setting. The primary objectives include assessing the effectiveness of the MBI in decreasing self-reported anxiety, evaluating changes in mindfulness skills post-intervention, and exploring participants' subjective experiences of the program. Employing a quasi-experimental pretest-posttest control group design, the research involved a total of 150 undergraduate students aged 18-25 years, recruited through stratified random sampling from the university’s student population. The sample was divided equally into intervention (n = 75) and control groups (n = 75). The mindfulness-based intervention was developed based on Kabat-Zinn’s Mindfulness-Based Stress Reduction (MBSR) framework, adapted for college students, and delivered over eight weekly sessions of 90 minutes each. Data collection utilized validated instruments, including the Generalized Anxiety Disorder 7-item scale (GAD-7) for measuring anxiety severity, and the Five Facet Mindfulness Questionnaire (FFMQ) for assessing mindfulness skills. To capture subjective experiences, post-intervention focus group discussions were conducted with 20 randomly selected participants from the intervention group. Data analysis integrated both quantitative and qualitative methods. Quantitative data were analyzed using repeated-measures ANOVA to examine differences in anxiety levels and mindfulness scores across pre- and post-intervention assessments. Effect sizes (Cohen’s d) were calculated to determine the magnitude of change attributable to the intervention. The qualitative data from focus groups underwent thematic analysis per Braun and Clarke’s framework, allowing for identification of recurring themes related to participants’ perceptions, challenges, and perceived benefits of the MBI. It is anticipated that the findings will demonstrate a statistically significant reduction in anxiety scores among participants in the intervention group relative to controls, accompanied by increased mindfulness skills. These results are expected to confirm the efficacy of mindfulness-based practices in alleviating anxiety symptoms within a college context. The qualitative analysis is projected to reveal insights into factors influencing engagement, perceived barriers, and facilitators of mindfulness practice, enriching understanding of how such interventions can be optimized for student populations. This study contributes to existing literature by providing empirical evidence on the effectiveness of a context-specific, scalable mindfulness intervention tailored for young adults in higher education. It advances theoretical understanding based on the Mindfulness-to-Meaning Theory (Garland et al., 2015), which explains how mindfulness enhances emotional regulation and adaptive coping strategies. The research also offers practical implications for mental health practitioners, university administrators, and policymakers seeking sustainable interventions to support student mental health. In conclusion, the findings are expected to support the integration of mindfulness programs into university mental health services, offering a cost-effective and accessible means of reducing anxiety among students. Recommendations include extending the program duration, incorporating digital delivery modalities, and conducting longitudinal follow-ups to assess long-term effects. Future research should explore the applicability of similar interventions across diverse cultural contexts and examine potential mediators and moderators influencing outcomes.