About this paper

Appears in:
Pages: 1270-1276
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1269

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

CAN EMOTIONAL BALANCE TRAINING REDUCE STRESS AND ANXIETY, AND PROMOTE TRAIT MINDFULNESS AMONG COLLEGE STUDENTS? - A BRAZILIAN INVESTIGATION

C. Bianchini1, E. da Silva Grazziano1, R. Carla Machado1, D. Maria Xavier de Souza1, M. do Perpetuo Socorro Lage Avelar2

1Federal University of São Carlos (BRAZIL)
2Sarvananda Yoga House (BRAZIL)
Introduction: In the academic environment, negative emotional reactions and physical symptoms related to stress occur when curricular requirements outbalance the student's ability, resources, or needs [1]. It can cause negative consequences in concentration, memory, and problem solving, which affect academic success [2]. Therefore, it is important for college students learning how to manage stress while actively engaging with healthy challenges that promote growth [3]. The purpose of this study was to evaluate the impact of an emotional balance training in the levels of anxiety, depression and mindfulness in college students. Method: A pretest/posttest design with 59 undergraduate and graduate female students (treatment group (TG): n = 27; control group (CG): n = 32) in a Brazilian public university was performed between October and December 2016. TG completed an 8-week program, 2 and half hours/week with the Cultivating Emotional Balance (CEB) based course [4] and Hatha Yoga exercises. All participants completed self-report questionnaires at baseline and after 8 weeks (Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI) and the Mindful Attention Awareness Scale (MAAS)). Descriptive and inferential analyses were performed to all inventories, and clinical significance test, by Jacobson and Truax method [5], was used to analyze BAI and BDI results. Results: Cronbach’s α was 0.893, 0.890, 0.828 for BAI, BDI and MAAS, respectively. Anxiety (t (1,26) = 3.915; p = .001) and depression scores (t(26)= 4.170, p < .001) were significantly reduced at the posttest; 37.03% (n = 10) TG’s volunteers had a significant clinical improvement in anxiety (CS= 21.300; CI = 13.485; SE= 3.508), and 40,74% (n= 11) in depressive symptoms (CS =18.070; CI = 0.272; SE = 3,480). Results for MAAS (t(26) = -1.663; p = .108) was not significant in TG, although MAAS scores are higher in the posttest than pretest (pre = 53.52; post = 57.56). Conclusions: The CEB based course (CEB short version) associated to Hatha Yoga exercises were able to reduce the anxiety and depressive symptoms in college students. Although mindfulness scores were higher in posttest, no evidence was found at present study. Future researches are necessary to investigate the correlations among the constructs and over time.

Note: CS = clinical significance; CI = confidence interval; SE= standard error.

References:
1. L. B. Musso, B. A. Vargas, M. B. Torres, M. J. C. Canto, C. G. Meléndez, M. F. K. Balloqui et al. “Factors derived from the intrahospitable laboratories that cause stress in infirmary students”, Rev. Latino-Am. Enfermagem, vol. 16, no. 5, pp. 805-811, 2008.
2. K. C. Spadaro and D. F. Hunker. “Exploring the effects of an online asynchronous mindfulness meditation intervention with nursing students on stress, mood, and cognition: a descriptive study”, Nurse Education Today, vol. 39, pp. 163-169, 2016.
3. S. Fergus and M. A. Zimmerman. “Adolescent resilience: a frame-work for understanding healthy development in the face of risk”, Annu Rev Public Health, vol. 26, pp. 399–419, 2005.
4. M. E. Kemeny, C. Foltz, J. F. Cavanagh, M. Cullen, J. Giese-Davis, P. Jennings et al. “Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses”, Emotion, vol. 12, no 2, pp. 338-350, 2012.
5. N. S. Jacobson and P. Truax. “Clinical Significance: a statistical approach to denning meaningful change in psychotherapy research”, vol. 59, no. 1, pp. 12-19, 1991.
@InProceedings{BIANCHINI2017CAN,
author = {Bianchini, C. and da Silva Grazziano, E. and Carla Machado, R. and Maria Xavier de Souza, D. and do Perpetuo Socorro Lage Avelar, M.},
title = {CAN EMOTIONAL BALANCE TRAINING REDUCE STRESS AND ANXIETY, AND PROMOTE TRAIT MINDFULNESS AMONG COLLEGE STUDENTS? - A BRAZILIAN INVESTIGATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1269},
url = {http://dx.doi.org/10.21125/edulearn.2017.1269},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {1270-1276}}
TY - CONF
AU - C. Bianchini AU - E. da Silva Grazziano AU - R. Carla Machado AU - D. Maria Xavier de Souza AU - M. do Perpetuo Socorro Lage Avelar
TI - CAN EMOTIONAL BALANCE TRAINING REDUCE STRESS AND ANXIETY, AND PROMOTE TRAIT MINDFULNESS AMONG COLLEGE STUDENTS? - A BRAZILIAN INVESTIGATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1269
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 1270
EP - 1276
ER -
C. Bianchini, E. da Silva Grazziano, R. Carla Machado, D. Maria Xavier de Souza, M. do Perpetuo Socorro Lage Avelar (2017) CAN EMOTIONAL BALANCE TRAINING REDUCE STRESS AND ANXIETY, AND PROMOTE TRAIT MINDFULNESS AMONG COLLEGE STUDENTS? - A BRAZILIAN INVESTIGATION, EDULEARN17 Proceedings, pp. 1270-1276.
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