The transition to online learning has had a negative impact on the mental health of tertiary students. This study investigated whether learning mindfulness strategies online would improve students’ dispositional mindfulness as measured by the Mindfulness Attention Awareness Scale (MAAS), as well as their personality constructs: imagination, conscientiousness, extraversion, agreeableness and emotional stability, as measured by the International Personality Item Pool (IPIP) Big Five Factor Markers. Using a two randomized group pretest-posttest design, fifty-two college students participated in the experiment. The 23 participants assigned to the treatment condition received 6-weekly experiential sessions of online mindfulness training and were advised to follow a daily mindfulness practice, while the 29 participants from the control group received a 1-hour lecture. Scores were collected at pretest and posttest. Findings show that there were significant differences and medium effect sizes observed between the treatment group and control group, in the variables: dispositional mindfulness (t (50) = 2.81, p = 0.007, d = .783), and emotional stability (t (50) = 2.31, p = 0.025, d = .646). Educational institutions are recommended to incorporate mindfulness training as part of the design and implementation of mental health support programs and services implemented in universities.

Authors:
Abigaile Rose Mary Capay, University of St. La Salle, Philippines
Janne Ly Castillon-Gilpo, University of St. La Salle, Philippines
Sheila Javier, University of the Philippines - Visayas, Philippines

About the Presenter(s)
Dr Abigaile Rose Mary Capay is a University Professor/Principal Lecturer at University of St. La Salle in Philippines

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