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

Mobile Mindfulness Training and Physics Learning

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.

Study Overview

• Status: Active, not recruiting
• Conditions: Emotions; Coping Skills; Emotion Regulation; Psychological Stress
• Intervention / Treatment: Behavioral: Mindfulness; Behavioral: Relaxation

• Study Type: Interventional
• Enrollment (Actual): 303
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • Pennsylvania
    • Pittsburgh, Pennsylvania, United States, 15260
      • University of Pittsburgh

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years and older (Adult, Older Adult)
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• at least 18 years of age
• current University of Pittsburgh undergraduate
• enrolled in introductory physics
• self-reports psychological threat in physics

Exclusion Criteria:

• under 18 years of age
• not a current University of Pittsburgh undergraduate
• not enrolled in introductory physics
• does not self-report psychological threat in physics

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Active Comparator: Mindfulness Training; 5-lesson audio-guided mindfulness training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5	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.
Active Comparator: Relaxation Training; 5-lesson audio-guided relaxation training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5	Behavioral: Relaxation; Training is focused on learning and applying relaxation practices (e.g., progressive muscle relaxation, guided imagery) in the context of physics learning.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Mean Change in Daily Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report	Daily Physics Emotions measured using 12 self-report items with Likert scale from 0 (not at all) to 4 (an extreme amount). Daily Physics Emotions are calculated by averaging daily emotion items, with scores closer to 4 indicating experiencing more extreme emotions in physics.	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	Daily reappraisal, perspective shifting, and relaxation measured using 6 self-report items with Likert scale from 0 (not at all true) to 4 (completely true). Composite scores for reappraisal, perspective shifting, and relaxation are calculated as an average of all items for each subscale, respectively. Daily responses to emotions ranges from 0 to 4, with higher scores indicating greater use of reappraisal, perspective shifting, or relaxation.	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	Daily Threat vs. Challenge Appraisals measured using 3 self-report items about threat, challenge, and confidence with regarding to unpleasant physics emotions with Likert scale from 1 (strongly disagree) to 6 (strongly agree).	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	Degree to which students felt engaged in and motivated to learn physics on a daily basis. Measured using 2 self-report items measured with Likert scale from 1 (not at all motivated/engaged) to 6 (extremely motivated/engaged). Daily engagement is calculated by averaging both items, with scores closer to 6 indicating more greater physics engagement.	From enrollment up to 1 week post-intervention

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
State Presence assessed via Ecological Momentary Assessment	Experiences of decentering and curiosity, measured using 6 self-report items with Likert scale from 0 (not at all) to 4 (very much). State presence is calculated by averaging decentering and curiosity items, with scores closer to 4 indicating greater state presence.	during intervention, five days
State Relaxation assessed via Ecological Momentary Assessment	Experiences of relaxation, measured using 3 self-report items with Likert scale from 0 (not at all) to 4 (very much). State relaxation is calculated by averaging relaxation items, with scores closer to 4 indicating greater state relaxation.	during intervention, five days
State Physics Anxiety assessed via Ecological Momentary Assessment	Current level of anxiety about physics measured using 1 self-report item with Likert scale from 0 (not at all) to 4 (very much), with scores closer to 4 indicating higher anxiety about physics.	during intervention, five days
Mean Change in Physics Anxiety from baseline up to 3 months post-intervention assessed via Self-Report	Anxiety evaluation or learning while doing physics work, measured using 8 self-report items with Likert scale from 1 (low anxiety) to 5 (high anxiety). Physics anxiety is calculated as an average of all of the items for each subscale, respectively. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety.	From enrollment, up to 3 months post-intervention
Mean Change in Psychological Threat vs. Challenge from baseline up to 3 months post-intervention assessed via Self-Report	Psychological Threat vs. Challenge, measured using 11 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Difference score ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.	From enrollment, up to 3 months post-intervention
Mean Change in Unpleasant Emotions-Can-Be-Enhancing Mindset from baseline up to 3 months post-intervention assessed via Self-Report	Belief that unpleasant emotions are a signal that learning and growth are possible, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Unpleasant Emotions-Can-Be-Enhancing mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater endorsement of this mindset.	From enrollment, up to 3 months post-intervention
Mean Change in Physics Self-Efficacy from baseline up to 3 months post-intervention assessed via Self-Report	Belief of efficacy with respect to physics skills and abilities, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Self-Efficacy is calculated as an average of all items from 1 to 6, with higher scores indicating greater self-efficacy in physics.	From enrollment, up to 3 months post-intervention
Mean Change in Physics Belonging from baseline up to 3 months post-intervention assessed via Self-Report	Student's sense of belonging in their physics course, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Belonging is calculated as an average of all items from 1 to 6, with higher scores indicating greater sense of belonging in physics.	From enrollment, up to 3 months post-intervention
Mean Change in Metacognitive strategies from baseline up to 3 months post-intervention assessed via Self-Report	Metacognitive strategies, measured using 7 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Metacognitive strategies are calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater use of metacognitive strategies.	From enrollment, up to 3 months post-intervention
Mean Change in Physics Intelligence Mindset from baseline up to 3 months post-intervention assessed via Self-Report	Belief that intelligence and abilities for physics can be developed through dedication and hard work, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Growth mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater growth mindset and lower scores indicating greater fixed mindset.	From enrollment, up to 3 months post-intervention
Mean Change in Cognitive Effort from baseline up to 3 months post-intervention assessed via Self-Report	Cognitive effort, measured using 4 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Cognitive effort is calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater cognitive effort.	From enrollment, up to 3 months post-intervention
Mean Change in Physics Identity from baseline up to 3 months post-intervention assessed via Self-Report	The degree by which students associate their self-concept with physics, measured using 4 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Identity is calculated as an average of all items from 1 to 6, with higher scores indicating greater identification with physics.	From enrollment, up to 3 months post-intervention
Mean Change in Proactive Mindset from baseline up to 3 months post-intervention assessed via Self-Report	Proactive mindset, measured using 6 self-report items with Likert scale from 1 (not at all) to 5 (very much). Proactive mindset is calculated as an average of all items, with higher scores indicating greater proactive mindset.	From enrollment, up to 3 months post-intervention
Mean Change in Cognitive Problem-Solving Strategies from baseline up to 3 months post-intervention assessed via Self-Report	Use of explanation and analogy as problem solving strategies when working on physics, measured using 6 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Each subscale is calculated as an average of all of the items for each subscale, respectively. Cognitive problem-solving strategies range from 1 to 6, with higher scores indicating greater use of explanation or analogy problem solving strategies.	From enrollment, up to 3 months post-intervention
Mean Change in Physics Value from baseline up to 3 months post-intervention assessed via Self-Report	Perceived interest in and utility value of learning physics, measured using 2 self-report items with Likert scale from 1 to 6. Physics Value is calculated as an average of both items from 1 to 6, with higher scores indicating greater perceived value of learning physics.	From enrollment, up to 3 months post-intervention
Performance on Physics problem solving Tasks	Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy and solution time. Multiple choice items are scored as correct or incorrect. Accuracy scores are averaged across the items with higher scores indicating better physics performance.	3 days post-intervention
Performance on the Preparation for Future Learning Task	Physics problem solving tasks that include new learning resources (e.g., a worked example) and a transfer task. Each item is scored for accuracy and latency. Explanation items are scored on a rubric. Accuracy scores are summed across items with higher scores indicating better physics learning. Latencies will be examined for how much time was spent with the learning resource and time spent solving the problems.	3 days post-intervention
Judgments of confidence, difficulty, and self-efficacy during the physics problem solving and Preparation for Future Learning tasks assessed via Self-Report	Judgments of confidence, difficulty, and self-efficacy during physics problem solving, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items, with higher scores indicating greater confidence, difficulty, and self-efficacy respectively.	3 days post-intervention
Problem selection on a Make-a-Physics task	Physics problem solving tasks that range in difficulty from more to less challenging. Participants select problems to be included on a work sheet. Scores are calculated by summing the number of problems selected for each problem type.	3 days post-intervention

Other Outcome Measures

Outcome Measure	Measure Description	Time Frame
Performance in Physics Class	End-of-course grades measured via school records. Higher grades indicate higher classroom performance.	End of semester following intervention, approximately 12 weeks
Retention in Physics Classes	Enrollment in second semester of introductory physics course sequence measured via official school records. Scored dichotomously, 1 for enrolling second semester physics and 0 for not.	End of semester following intervention, approximately 7 months
Mean Change in Mindfulness from baseline up to 3 months post-intervention assessed via Self-Report	Trait decentering and curiosity, measured using 13 self-report items with Likert scale from 0 (not at all) to 5 (very much). Trait mindfulness is calculated as an average of all items, ranging from 0 to 5, with higher scores indicating greater mindful decentering and curiosity; will also be used as a covariate or moderator.	From enrollment, up to 3 months post-intervention
Mean Change in Rational-Experiential Ability from baseline up to 3 months post-intervention assessed via Self-Report	Trait rational-experiential ability, measured using 10 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Each subscale is calculated as an average of all of the items for each subscale, respectively. Higher scores indicate greater rational or experiential thinking abilities.	From enrollment, up to 3 months post-intervention
Mean Change in Knowledge Transfer from baseline up to 3 months post-intervention assessed via Self-Report	General self-reported learning and transfer strategies, measured using 5 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Physics Transfer is calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater use of learning and transfer strategies.	From enrollment, up to 3 months post-intervention
Treatment Expectancy assessed via Self-Report	Perception of credibility and expected efficacy of training, measured using 4 self-report items with Likert scale from 1 (not at all) to 5 (very much). Each subscale is calculated as an average of all of the items for each subscale, respectively. Higher scores indicate greater perceived credibility or efficacy of the training.	3 days post-intervention
Intervention Attention Check Questions assessed via Ecological Momentary Assessment	Multiple choice questions gauging the attentiveness to the intervention audio. Each item is scored for accuracy, as correct or incorrect.	during intervention, five days

Collaborators and Investigators

• Sponsor: University of Pittsburgh
• Collaborators: U.S. National Science Foundation
• Investigators: Principal Investigator: Brian Galla, PhD, University of Pittsburgh; Principal Investigator: Timothy Nokes-Malach, PhD, University of Pittsburgh

Study record dates

Study Major Dates

• Study Start (Actual): October 3, 2022
• Primary Completion (Estimated): July 31, 2024
• Study Completion (Estimated): December 31, 2024

Study Registration Dates

• First Submitted: September 12, 2022
• First Submitted That Met QC Criteria: September 12, 2022
• First Posted (Actual): September 15, 2022

Study Record Updates

• Last Update Posted (Actual): May 7, 2024
• Last Update Submitted That Met QC Criteria: May 5, 2024
• Last Verified: May 1, 2024

More Information

Terms related to this study

• Keywords: Mindfulness; Motivation; Relaxation; Engagement; Physics Education; Psychological Challenge and Threat
• Additional Relevant MeSH Terms: Behavioral Symptoms; Stress, Psychological
• Other Study ID Numbers: STUDY19050258 Part 2

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: Deidentified data and materials required to reproduce results reported in publications will be available to researchers.
• IPD Sharing Time Frame: Data, materials, and analytic code required to reproduce results will be shared upon publication.
• IPD Sharing Access Criteria: Data, materials, and analytic code will be shared on Open Science Framework (or other online repository).
• IPD Sharing Supporting Information Type: ANALYTIC_CODE

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No