MedTrace Logo

Promoting Stress Management and Engagement in Introductory Physics Courses with Mindfulness and Relaxation

NCT05542498 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 303

Last updated 2025-01-10

No results posted yet for this study

Summary

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.

Conditions

  • Psychological Stress
  • Coping Skills
  • Emotions
  • Emotion Regulation

Interventions

BEHAVIORAL

Mindfulness

Training is focused on learning and applying the principles of R.A.I.N. (Recognize, Allow, Investigate, Non-identify) in the context of physics learning.

BEHAVIORAL

Relaxation

Training is focused on learning and applying relaxation practices (e.g., progressive muscle relaxation, guided imagery) in the context of physics learning.

Sponsors & Collaborators

  • U.S. National Science Foundation

    collaborator FED

  • University of Pittsburgh

    lead OTHER

Principal Investigators

  • Brian Galla, PhD · University of Pittsburgh

  • Timothy Nokes-Malach, PhD · University of Pittsburgh

Study Design

Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
No

Timeline & Regulatory

Start
2022-10-03
Primary Completion
2024-07-12
Completion
2024-12-31

Countries

  • United States

Study Locations

More Related Trials

Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05542498 on ClinicalTrials.gov