A Randomized Controlled Pilot Intervention Study of a Mindfulness Based Self Leadership Training (MBSLT) on Stress and Performance
The present randomized pilot intervention study examines the effects of a mindfulness based self leadership training (MBSLT) specifically developed for academic achievement situations. Both mindfulness and self leadership have a strong self regulatory focus and are helpful in terms of stress resilience and performance enhancements. Based on several theoretical points of contact and a specific interplay between mindfulness and self leadership, the authors developed an innovative intervention program that improves mood as well as performance in a real academic setting. The intervention was conducted as a randomized controlled study over 10 weeks. The purpose was to analyze the effects on perceived stress, test anxiety, academic self efficacy, and the performance of students by comparing an intervention and control group (n 109) Findings demonstrated significant effects on mindfulness, self leadership, academic self efficacy, and academic performance improvements in the intervention group. Results showed that the intervention group reached significantly better grade point averages than the control group. Moreover, the MBSLT over time led to a reduction of test anxiety in the intervention group compared to the control group. Furthermore, while participants of the control group showed an increase in stress over time, participants of the intervention group maintained constant stress levels over time. The combination of mindfulness and self leadership addressed both positive effects on moods and on objective academic performance. The effects demonstrate the great potential of combining mindfulness with self leadership to develop a healthy self regulatory way of attaining achievement related goals and succeeding in high stress academic environments.
Mindfulness