Project Abstract

Abstract
The prevalence of stress among college students and its negative impact on well-being has become a growing concern in higher education settings. Mindfulness training has emerged as a promising intervention to mitigate stress and enhance overall well-being. This study aimed to investigate the impact of mindfulness training on stress and well-being in college students through a randomized controlled trial. The research design involved a randomized controlled trial in which college students were assigned to either a mindfulness training group or a control group. The mindfulness training group participated in an 8-week mindfulness program, while the control group received no intervention. Various measures were used to assess stress levels and well-being before and after the intervention, including self-reported questionnaires and physiological measures such as cortisol levels. The findings revealed a significant reduction in self-reported stress levels among participants in the mindfulness training group compared to the control group. Additionally, participants in the mindfulness training group reported higher levels of well-being, including improved mood, emotional regulation, and overall life satisfaction. These results were further supported by the physiological data, which showed a decrease in cortisol levels in the mindfulness training group post-intervention. The study also explored potential moderators and mediators of the relationship between mindfulness training, stress, and well-being, such as mindfulness practice frequency, prior experience with mindfulness, and engagement with the intervention. The results indicated that greater engagement with the mindfulness practices was associated with greater reductions in stress and improvements in well-being. Overall, this research contributes to the growing body of literature on mindfulness interventions in educational settings and provides empirical evidence for the effectiveness of mindfulness training in reducing stress and enhancing well-being among college students. The implications of these findings for college mental health services, student support programs, and curriculum development are discussed. Keywords mindfulness training, stress, well-being, college students, randomized controlled trial, intervention, mental health, mindfulness practice, mindfulness intervention, student well-being.

Project Overview