StressNCT04589377
Mindfulness to Mitigate Psychological Threat and Improve Engagement and Learning in Introductory Physics Courses
A study testing Mindfulness Training in people with Stress, run by University of Pittsburgh at 1 site in United States.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Stress
- What is being tested?
- Mindfulness Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 149 participants
- Where
- 1 siteUnited States
- Study dates
- 26 Oct 2020to 31 Dec 2022
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- at least 18 years of age
- current University of Pittsburgh student
- fluent in written and spoken English
- enrolled in introductory physics
- self-reported psychological threat in physics
Who cannot join
- under 18 years of age
- not a current University of Pittsburgh student
- not fluent in written and spoken English
- not enrolled in introductory physics
- does not meet self-report psychological threat in physics
Trial locations and contacts
1 site in 1 country.
United States1 site
University of Pittsburgh
Pittsburgh, Pennsylvania, 15260
About this study
Official title: Mobile Mindfulness Training and Physics Learning
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.
- Conditions
- Stress
- Being tested
- Mindfulness Training
- Keywords
- psychological threat, motivation, engagement, physics education, mindfulness
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Mindfulness TrainingBehavioural
Training is focused on learning the principle of RAIN (recognize, accept, investigate, non-identify) in the context of physics learning.
| Study group | Role | What they receive |
|---|---|---|
| Mindfulness Training | Experimental | Participants receive 20 minutes of mindfulness training per day for five continuous days (Monday through Friday). Training is delivered remotely to participants' computers and smartphones. Receives: Behavioral: Mindfulness Training |
| No-Training | No intervention | Participants do not receive training. On Monday and Friday, they listen to a 20 minute audiobook to match for time. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: Up to three months post-intervention
Secondary outcomes (10)
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: Change from baseline to posttest
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted19 Oct 2020
- Study start26 Oct 2020
- Primary completion7 Feb 2022
- Study completion31 Dec 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for StressStudies of the same condition, open and under way.
- More trials run by University of PittsburghThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 149 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Pittsburgh
- Sponsor type
- University, hospital or other
- Collaborators
- U.S. National Science Foundation, James S McDonnell Foundation
- Responsible party
- Principal investigator, Brian Galla, University of Pittsburgh
- Investigators
- Brian Galla, PhD, Principal investigator, University of PittsburghTimothy Nokes-Malach, PhD, Principal investigator, University of Pittsburgh
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04589377
- Sponsor's protocol ID
- STUDY19050258 Part 1
- Status last verified
- Jan 2023
- First submitted
- 8 Oct 2020
- Last updated
- 9 Jan 2023
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Deidentified data required to reproduce results reported in publications will be available to researchers.
Study at a glance
From the registry record, last updated by the sponsor on 9 Jan 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Mobile Mindfulness Training and Physics Learning
- ClinicalTrials.gov ID
- NCT04589377
- Acronym / sponsor ID
- STUDY19050258 Part 1
- Conditions
- Stress
- Keywords
- psychological threat, motivation, engagement, physics education, mindfulness
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 149 participants (actual)
- Lead sponsor
- University of PittsburghUniversity, hospital or other
- Collaborators
- U.S. National Science Foundation, James S McDonnell Foundation
- Study start
- 26 Oct 2020 (actual)
- Primary completion
- 7 Feb 2022 (actual)
- Study completion
- 31 Dec 2022 (actual)
- First posted
- 19 Oct 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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 design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Mindfulness Training | Experimental | Behavioral: Mindfulness TrainingParticipants receive 20 minutes of mindfulness training per day for five continuous days (Monday through Friday). Training is delivered remotely to participants' computers and smartphones. |
| No-Training | No intervention | –Participants do not receive training. On Monday and Friday, they listen to a 20 minute audiobook to match for time. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- at least 18 years of age
- current University of Pittsburgh student
- fluent in written and spoken English
- enrolled in introductory physics
- self-reported psychological threat in physics
Key exclusion criteria (5 listed)
- under 18 years of age
- not a current University of Pittsburgh student
- not fluent in written and spoken English
- not enrolled in introductory physics
- does not meet self-report psychological threat in physics
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Mindfulness TrainingTraining is focused on learning the principle of RAIN (recognize, accept, investigate, non-identify) in the context of physics learning. | Behavioural | Mindfulness Training |
Primary outcome
Mean differences in Psychological Threat measured via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
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.
Mean differences in Physics Motivation assessed via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
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.
Mean change in Psychological Threat measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Interest measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Self-Efficacy measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Value measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Identity measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Belonging measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Achievement Goals measured via Self-Report
Time frame: Up to three months post-intervention
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.
Mean change in Physics Growth Mindset measured via Self-Report
Time frame: Up to three months post-intervention
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.
10 secondary outcomes
Mean differences in Meaning Making and Positive Reappraisal assessed via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
Mean differences in Affect assessed via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
Mean differences in Mindfulness assessed via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
Mean differences in Equanimity assessed via Ecological Momentary Assessment
Time frame: Up to 3 days post-random assignment
Mean change in Meaning Making and Positive Reappraisal assessed via Self-Report
Time frame: Up to three months post-intervention
Mean change in Physics Engagement assessed via Self-Report
Time frame: Up to three months post-intervention
Mean change in Physics Anxiety assessed via Self-Report
Time frame: Up to three months post-intervention
Mean change in Physics performance on the assessment
Time frame: Change from baseline to posttest
Mean differences in Performance on the Preparation for Future Learning Task
Time frame: Posttest
Mean change of judgments of confidence, anxiety, and difficulty during physics assessment via Self-Report
Time frame: Change from baseline to posttest
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 9 Jan 2023.
- Individual participant dataSharing planned: Yes. Deidentified data required to reproduce results reported in publications will be available to researchers.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Brian Galla, PhD principal investigator
University of Pittsburgh
Timothy Nokes-Malach, PhD principal investigator
University of Pittsburgh
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Mindfulness Training in people with Stress, run by University of Pittsburgh at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 9 Jan 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mean differences in Psychological Threat measured via Ecological Momentary Assessment (time frame: Up to 3 days post-random assignment). The study lists 10 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 9 Jan 2023.