An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

Figures & data

Table 1. Characteristics of the samples.

Characteristics	(A) 2015–2 (N = 40)		(B) 2016–1 (N = 93)		(B/A) variation
	N	%	N	%	N	%
Gender	40	100	93	100	53	100
Female	22	55	47	51	25	47
Male	18	45	46	49	28	53
Faculty	40	100	93	100	53	100
EDCOM	6	15	10	11	4	8
FCNM	3	8	16	17	13	25
FCSH	9	22	16	17	7	13
FCV	2	5	7	8	5	9
FICT	4	10	5	5	1	2
FIEC	9	22	30	32	21	40
FIMCBOR	1	3	3	3	2	4
FIMCP	6	15	6	7	0	0

Table 2. Score’s sample variation.

Characteristics	(A) 2015-2 (N = 40)		(B) 2016-1 (N = 93)		(B/A) Variation
	N	%	N	%	N	%
FFMQ-test	40	100	93	100	53	100
Positive	14	35	50	54	36	68
Negative	26	65	43	46	17	32
MAAS-test	40	100	93	100	53	100
Positive	14	35	71	76	57	108
Negative	26	65	22	24	−4	−8
Academic average	40	100	93	17	53	100
Positive	28	70	66	71	38	72
Negative	12	30	27	29	15	28

Table 3. Regression coefficients 2015-2 (A) MAAS.

Variables		β	SE(β)	t	Sig.(ρ)
Before treatment	Score	.008	.006	1.27	.213
	Constant	7.264	.329	22.1	.000
After treatment	Score	−.002	.004	−.510	.612
	Constant	7.847	.242	32.5	.000

Table 4. Regression coefficients 2016-1 (A) MAAS.

Variables		β	SE(β)	t	Sig.(ρ)
Before treatment	Score	.0027	.004	.64	.521
	Constant	7.270	.311	23.38	.000
After treatment	Score	.0036	.003	1.17	.246
	Constant	7.369	.199	36.94	.000

Table 5. Regression coefficients 2015-2 (A) FFMQ.

Variables		β	SE(β)	t	Sig.(ρ)
Before treatment	Constant	.0186	.0259	.72	.479
	Score	.0032	.0032	.39	.699
After treatment	Score	−.0537	.0321	−1.67	.104
	Total	−.004	.0060	−.72	.478

Table 6. Regression coefficients 2016-1 (B) FFMQ.

Variables		β	SE(β)	t	Sig.(ρ)
Before treatment	Constant	.0228	.0209	.79	.434
	Score	.0016	.0049	.33	.743
After treatment	Constant	.0065	.1126	.59	.560
	Score	.0092	0083	1.11	.0092