Mindfulness-based strengths practice improves well-being and retention in undergraduates: a preliminary randomized controlled trial

Abstract

Objective

With high rates of mental health concerns on college campuses, effective positive psychology interventions could greatly improve student well-being and academic outcomes. Participants: Working undergraduates (N = 52). Methods: This preliminary, randomized controlled trial investigated the effects of the 8-week Mindfulness-based strengths practice (MBSP) on Seligman’s five domains of well-being, as measured by the PERMA-Profiler, Workplace PERMA-Profiler, and student retention in working undergraduates. Results: Students in the MBSP intervention had significantly higher well-being, engagement, meaning, and health following the MBSP program (P < 0.0042). No such changes were observed in the control group. Students in the intervention group also had modestly higher retention rates in the following academic year than those in the control group. Conclusions: This study provides the first evidence to date that an MBSP program can improve college student well-being and retention.

Keywords:

• academic success
• character strengths
• Mindfulness
• retention
• well-being

Acknowledgments

The authors acknowledge Jemma Natanson for data entry.

Ethics approval and consent to participate

This study was approved by the IRB at Warren Wilson College and written informed consent was obtained from all participants.

Consent for publication

Written informed consent for publication was obtained from all participants.

Availability of data and material

The dataset(s) supporting the conclusions of this article is(are) available in the Open Science Framework repository: https://osf.io/fcr4v/?view_only=6f92a86fe47e462d8aa872df750ea311

Conflict of interest disclosure

The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United States and received approval from Warren Wilson College.

Additional information

Funding

This work was supported by the Work Colleges Consortium Faculty Staff Grant and the G. D. Davidson Vocation Experience Grant.