Zohreh Shahsavari Googhari, F. Hafezi, P. Asgari, A. Heidari
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The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Effect of Mindfulness-based Cognitive Therapy on Subjective Well-Being and Psychological Distress of Kerman University of Medical Sciences Students\",\"authors\":\"Zohreh Shahsavari Googhari, F. Hafezi, P. Asgari, A. Heidari\",\"doi\":\"10.5812/jme-120008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: Mental health is a significant component of academic achievement, while psychological distress can reduce academic performance. Objectives: The present study aimed to investigate the effect of Mindfulness-based Cognitive Therapy (MBCT) on subjective well-being and psychological distress of Kerman University of Medical Sciences students. Methods: In this quasi-experimental study, the study population included all Kerman University of Medical Sciences students in 2020. The study sample consisted of 30 university students randomly divided into two groups: control (n = 15) and experimental (n = 15), using convenience sampling. The experimental group received eight 90-minute MBCT sessions biweekly. The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.\",\"PeriodicalId\":30594,\"journal\":{\"name\":\"Journal of Medical Education Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-05-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Medical Education Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5812/jme-120008\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5812/jme-120008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
摘要
背景:心理健康是学业成绩的重要组成部分,而心理困扰会降低学业成绩。目的:探讨正念认知疗法(MBCT)对克尔曼医科大学学生主观幸福感和心理困扰的影响。方法:在准实验研究中,研究人群包括克尔曼医科大学2020年的所有学生。研究样本为30名大学生,采用方便抽样法,随机分为对照组(n = 15)和实验组(n = 15)。实验组每两周一次接受八次90分钟的MBCT治疗。研究工具包括主观幸福感量表(SWS)和抑郁、焦虑和压力量表(DASS-21)。数据采用SPSS version 22进行分析。结果:实验组情绪、心理和社会幸福感后测平均分分别为3.56±0.31、4.46±0.32、5.70±0.42,对照组为2.64±0.40、4.00±0.37、3.11±0.35。实验组抑郁、焦虑、应激的平均后测得分分别为1.64±0.16、1.19±0.41、1.67±0.15,对照组为3.10±0.24、3.55±0.52、3.01±0.24。以正念为基础的认知疗法显著提高了主观幸福感亚量表(情感、心理和社会幸福感)的测试后得分。实验组抑郁、焦虑、应激均显著降低(P < 0.001)。结论:正念认知疗法能有效降低大学生的心理困扰,提高主观幸福感。
Effect of Mindfulness-based Cognitive Therapy on Subjective Well-Being and Psychological Distress of Kerman University of Medical Sciences Students
Background: Mental health is a significant component of academic achievement, while psychological distress can reduce academic performance. Objectives: The present study aimed to investigate the effect of Mindfulness-based Cognitive Therapy (MBCT) on subjective well-being and psychological distress of Kerman University of Medical Sciences students. Methods: In this quasi-experimental study, the study population included all Kerman University of Medical Sciences students in 2020. The study sample consisted of 30 university students randomly divided into two groups: control (n = 15) and experimental (n = 15), using convenience sampling. The experimental group received eight 90-minute MBCT sessions biweekly. The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.