This project involves testing a brief mindfulness training program to reduce students' psychological threat and support motivation, engagement, and learning in introductory undergraduate physics courses. The investigators predict that, compared to a control condition, mindfulness training will reduce psychological threat and increase motivation, engagement, and learning in physics.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
149
Training is focused on learning the principle of RAIN (recognize, accept, investigate, non-identify) in the context of physics learning.
University of Pittsburgh
Pittsburgh, Pennsylvania, United States
Mean differences in Psychological Threat measured via Ecological Momentary Assessment
Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Time frame: Up to 3 days post-random assignment
Mean differences in Physics Motivation assessed via Ecological Momentary Assessment
State motivation to do physics work, measured using self-report items with Likert scale from 1 to 4. Physics motivation is calculated as an average of all items. Physics motivation ranges from 1 to 4, with higher scores indicating greater motivation to do physics work.
Time frame: Up to 3 days post-random assignment
Mean change in Psychological Threat measured via Self-Report
Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Time frame: Up to three months post-intervention
Mean change in Physics Interest measured via Self-Report
The degree by which student's want to know or learn about physics, measured using self-report items with Likert scale from 1 to 4. Physics interest is calculated as an average of all items. Physics interest ranges from 1 to 4, with higher scores indicating greater interest in learning about physics.
Time frame: Up to three months post-intervention
Mean change in Physics Self-Efficacy measured via Self-Report
Beliefs about the ability to perform well in physics, measured using self-report items with Likert scale from 1 to 4. Physics self-efficacy is calculated as an average of all items. Physics self-efficacy ranges from 1 to 4, with higher scores indicated greater self-efficacy to perform well in physics.
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Time frame: Up to three months post-intervention
Mean change in Physics Value measured via Self-Report
Perceived value of learning physics, measured using self-report items with Likert scale from 1 to 6. Physics value is calculated as an average of all items. Physics value ranges from 1 to 6, with higher scores indicating greater perceived value of physics learning.
Time frame: Up to three months post-intervention
Mean change in Physics Identity measured via Self-Report
The degree by which students identify their self-concept with physics, measured using self-report items with Likert scale from 1 to 6. Physics identity is calculated as an average of all items. Physics identity ranges from 1 to 6, with higher scores indicating greater self-identification with physics.
Time frame: Up to three months post-intervention
Mean change in Physics Belonging measured via Self-Report
Student's sense of belonging in their physics course, measured using self-report items with Likert scale from 1 to 5. Physics belonging is calculated as an average of all items. Physics belonging ranges from 1 to 5, with higher scores indicating greater sense of belonging in physics.
Time frame: Up to three months post-intervention
Mean change in Physics Achievement Goals measured via Self-Report
Goals related to mastery approach, performance approach, or performance avoidance, measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale. Physics achievement goals range from 1 to 6, with higher scores indicating greater mastery approach, performance approach, or performance avoidance goals.
Time frame: Up to three months post-intervention
Mean change in Physics Growth Mindset measured via Self-Report
Beliefs that intelligence and abilities for physics can be developed through dedication and hard work, measured using self-report items with Likert scale from 1 to 6. Growth mindset is calculated as an average of all items. Growth mindset ranges from 1 to 6, with higher scores indicating greater growth mindsets and lower scores indicating greater fixed mindsets.
Time frame: Up to three months post-intervention
Mean differences in Meaning Making and Positive Reappraisal assessed via Ecological Momentary Assessment
Positive Construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics.
Time frame: Up to 3 days post-random assignment
Mean differences in Affect assessed via Ecological Momentary Assessment
Positive and negative affect, measured using self-report items with Likert scale from 1 to 5. Positive and negative affect are calculated as an average of all items from each subscale. Positive and negative affect ranges from 1 to 5, with higher scores indicating greater positive or negative affect, respectively.
Time frame: Up to 3 days post-random assignment
Mean differences in Mindfulness assessed via Ecological Momentary Assessment
State mindful attention and awareness, measured using self-report items with Likert scale from 0 to 6. State mindfulness is calculated as an average of all items. State mindfulness ranges from 0 to 6, with higher scores indicating greater state mindful attention and awareness.
Time frame: Up to 3 days post-random assignment
Mean differences in Equanimity assessed via Ecological Momentary Assessment
State balanced mental attitude, measured using self-report items with Likert scale from 1 to 5. State equanimity is calculated as an average of all items. State equanimity ranges from 1 to 5, with higher scores indicating a greater balanced mental attitude.
Time frame: Up to 3 days post-random assignment
Mean change in Meaning Making and Positive Reappraisal assessed via Self-Report
Positive construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics.
Time frame: Up to three months post-intervention
Mean change in Physics Engagement assessed via Self-Report
Physics effort, cognitive strategies, metacognitive strategies, \& help-seeking, 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 for each subscale, with higher scores indicating greater effort, use of cognitive strategies, metacognitive strategies, and greater help-seeking behavior.
Time frame: Up to three months post-intervention
Mean change in Physics Anxiety assessed via Self-Report
Anxiety about doing physics work, measured using self-report items with Likert scale from 1 to 5. Physics anxiety is calculated as an average of all items. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety.
Time frame: Up to three months post-intervention
Mean change in Physics performance on the assessment
Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy. Multiple choice and forced choice items scored as correct or incorrect. Open-ended and explanation items are scored on a rubric. Scores are averaged across the items with higher scores indicating better physics performance.
Time frame: Change from baseline to posttest
Mean differences in 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. Open-ended and explanation items are scored on a rubric. Scores are summed across items with higher scores indicating better physics learning.
Time frame: Posttest
Mean change of judgments of confidence, anxiety, and difficulty during physics assessment via Self-Report
Judgments of anxiety, confidence, and difficulty 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, anxiety, and difficulty respectively.
Time frame: Change from baseline to posttest