OMI, OMI+, Control Group
Conditions
Brief summary
This project aims to examine the effect of a self-guided, evidence-based, online mindfulness intervention on well-being among first-year undergraduates at the 5 Claremont Colleges (5C's) and graduate students in the community. Additionally, it explores the feasibility and efficacy of peer support (pairs) as an adjunctive treatment component to enhance engagement and treatment effects, including social-connectedness, well- being, academic outcomes, and anxiety. Findings will provide insight into effective ways to (1) support students at The Claremont Colleges, and (2) leverage technology and peer support to implement mental health initiatives that are cost-effective, easily transportable, and scalable in low-resource settings.
Interventions
BEHAVIORALBenign Behavioral Interventions
This project will use a Randomized Control Trial (RCT) design and Daily Reconstruction Method (DRM8) to model the effects of the OMI on dynamic changes in first-year undergraduate and graduate students' well-being over time. The intervention will take place over the course of 46 days, with a 7- day follow up assessment taking place one month after the intervention. People will complete surveys through an online link leading to Qualtrics.com.
Sponsors
Pitzer College
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
18 Years to 30 Years
Healthy volunteers
No
Inclusion criteria
* all participants must be either a first-year undergraduate student or a graduate student. Participants must be 18 years or older.
Exclusion criteria
* all participants must be either a first-year undergraduate student or a graduate student. Participants must be 18 years or older.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Five Facet Mindfulness Questionnaire (FFMQ) | Baseline to Day 46 | The FFMQ is a self-reported, instrument assessing mindfulness based on five factors that represent elements of mindfulness ( observing, describing, acting with awareness, non-judging of inner experience, and non-reactivity to inner experience). Possible scores range from 1 (never or very rarely true) to 5 (very often or always true). Reference: Bohlmeijer, E., P. M. ten Klooster, et al. (2011). Psychometric properties of the five facet mindfulness questionnaire in depressed adults and development of a short form. Assessment 18(3): 308-320 |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Sample Attrition | Baseline to Day 46 | Completion rate or drop out rate comparing OMI group versus OMI+ group in a 46 day longitudinal study. |
| PERMA (Overall Well Being) | Day 0-46 | The self-reported measure consists of 23 items. The health, negative emotion, loneliness, and overall happiness questions act as filler questions and provide more information; for briefness, the 15 PERMA questions (3 per PERMA domain) could be used, but we recommend using the full measure. Reference: Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. doi:10.5502/ijw.v6i3.1 |
Other
| Measure | Time frame | Description |
|---|---|---|
| Self-Report Health (SF-36) | Baseline | SF-36 is a self-reported instrument assessing easily administered quality-of-life measures which consists of 8 subscales. These measures rely upon patient self-reporting and are now widely utilized by managed care organizations and by Medicare for routine monitoring and assessment of care outcomes in adult patients. Reference: Ware, IE. Jr., Snow, K.K, Kosinski, M., & Gandek, B. (1993). SF-36 Health Survey. Manual and Interpretation Guide. Boston, MA: Nimrod Press. |
| Academic Motivation Scale | Day 38 | The Academic Motivation Scale (AMS) is a validated, self-reported, seven point Likert type item scale that measures Intrinsic, extrinsic, and Amotivation in education. Possible scores range from 1 (does not correspond at all) to 7 (corresponds exactly). Reference: Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, É. F. (1993). Academic motivation scale (ams-c 28) college (cegep) version. Educ Psychol Meas, 52, 1003-17. |
Countries
United States
Contacts
Primary ContactJaymes Paolo Rombaoa, PhD candidate
Backup ContactMarcus Rodriguez, PhD
Outcome results
None listed