Naslov (srp)

Kratka intervencija pune svesnosti i metakognicija: značaj za mentalno zdravlje studenata : doktorska disertacija

Autor

Milojičić, Jelica, 1997-

Doprinosi

Mihić, Ljiljana, 1971-
Burić, Ivana, 1995-
Krstić, Ksenija, 1974-
Peruničić Mladenović, Ivana, 1978-
Tošković, Oliver, 1977-
Vukosavljević-Gvozden, Tatjana, 1965-

Opis (srp)

Psihologija - Klinička psihologija / Psychology- Clinical psychology Datum odbrane: 02.09.2025.

Opis (eng)

Mentalno zdravlje studenata je u poslednjoj deceniji sve češća tema istraživačkih radova, s obzirom da je prevalenca problema sa psihičkim zdravljem veća u studentskoj nego u opštoj populaciji. Puna svesnost, koja predstavlja usmerenu pažnju na sadašnji trenutak, a posredovana je otvorenošću, prihvatanjem i radoznalošću, i metakognicija, odnosno sposobnošću da se misli o sopstvenim mislima, mogu doprineti unapređenju mentalnog zdravlja studenata, mada njihov međusobni odnos i zajednički doprinos mentalnom zdravlju nisu dovoljno razjašnjeni, posebno u kontekstu kratkih intervencija pune svesnosti. U ovom radu, ispitivan je efekat kratke intervencije pune svensosti na metakogniciju, punu svesnost kao crtu, depresiju, anksioznost, stres i akademsko izgaranja. Cilj istraživanja je bio utvrditi doprinos kratke intervencije na poboljšanje mentalnog zdravlja studenata, ali i ispitati kako se metakognicija i puna svesnost, međusobno povezuju i utiču na mentalno zdravlje i akademsko izgaranje. Sprovedena je randomizovana kontrolisana studija, a učesnici (N=220; 164 osoba ženskog pola; Muzrast = 19.41, SD =.89) su nasumično podeljeni u tri grupe – grupa koja je radila meditaciju pune svesnosti (N= 72), grupa koja je radila vežbe disanja (N=77) i aktivna kontrolna grupa koja je slušala edukativne videe (N=71). Istraživanje je trajalo 7 dana i podrazumevalo je svakodnevno obavljanje aktivnosti (meditacije, disanja ili edukativnih videa) u trajanju od 10 minuta dnevno. Podaci su prikupljani u četiri vremenske tačke – pre istraživanja, tokom istraživanja, neposredno nakon istraživanja, i mesec dana nakon istraživanja. Instrumenti koji su korišćeni su Skala depresije, anksioznosti i stresa (DASS-21), Maslahov Inventar Izgaranja (MBI), Petofacetni instrument za merenje pune svesnosti (FFMQ) i Metakognitivni instrument (MCQ). Ponovljena analiza varijanse je pokazala da nema značajnih razlika između grupa u crti pune svesnosti, depresiji, anksioznosti, stresu i akademskom izgaranju. Analize puteva, u kojoj su intervencija pune svesnosti i vežbe disanja bili jedna grupa, a kontrolna grupa druga grupa, pokazale su da su efekti intervencije na mentalno zdravlje bili posredovani metakognicijom, ali i da je puna svesnost ostvarila veći uticaj na metakogniciju, nego metakognicija na punu svesnost. Nalazi ukazuju da intervencije pune svesnosti i disanja, čak i kada su kratke mogu uticati na metakognitivne procese, koji dalje utiču na mentalno zdravlje. Ipak, intenzitet i trajanje ovakvih intervencija možda nisu dovoljno da izazovu dugotrajnije promene, naročito u studentskoj populaciji sa niskim rezultatima na skali depresije, anksioznosti, stresa i akademskog izgaranja. Preporuke za buduća istraživanja su ispitati kratke intervencije na populaciji sa izraženijim simptomima psihičkih poteškoća, koristiti i objektivne mere, a ne samo upitnike samoprocene, bolje kontrolisati prisustvo ispitanika u studiji i pored pune svesnosti i metakognicije, ispitati i dodatne mehanizme delovanja intervencija pune svesnosti.

Opis (eng)

Mental health among university students has become an increasingly common research topic in the past decade, given that the prevalence of mental health problems is higher in student population than in the general population. Mindfulness, defined as present-moment awareness characterized by openness, acceptance, and curiosity, and metacognition, the ability to think about one’s own thoughts, may contribute to the improvement of students’ mental health. However, the relationship between these two constructs and their joint contribution to mental health remains insufficiently understood, especially in the context of brief mindfulness interventions. This study examined the effects of a brief mindfulness intervention on metacognition, dispositional mindfulness, depression, anxiety, stress, and academic burnout. The aim of the research was to determine the contribution of the brief intervention to improving students’ mental health, as well as to examine how metacognition and mindfulness are related and in which way they influence mental health and academic burnout. A randomized controlled trial was conducted with 220 participants (164 female; Mage = 19.41, SD =.89), who were randomly assigned to one of three groups: a mindfulness meditation group (N = 72), a breathing exercise group (N = 77), and an active control group, that watched educational videos (N = 71). The intervention lasted seven days and involved a daily 10-minute activity (meditation, breathing, or educational video viewing). Data was collected at four time points: before the intervention, during the intervention, immediately after, and one month after the intervention. The instruments used were the Depression, Anxiety and Stress Scale (DASS-21), Maslach Burnout Inventory (MBI), the Five Facet Mindfulness Questionnaire (FFMQ), and the Metacognition Questionnaire (MCQ). Repeated measures ANOVA showed no significant differences between groups in dispositional mindfulness, depression, anxiety, stress, or academic burnout. Path analysis, in which the mindfulness and breathing groups were combined into one experimental group and compared to the control group, indicated that the effects of the intervention on mental health were mediated by metacognition. Additionally, mindfulness was found to have a greater influence on metacognition than metacognition had on mindfulness. The findings suggest that mindfulness and breathing interventions—even when brief—can influence metacognitive processes, which in turn affect mental health. However, the intensity and duration of such interventions may not be sufficient to produce long-term changes in mental health, especially in student populations with low baseline levels of depression, anxiety, stress, and burnout. Recommendations for future research include examining brief interventions in populations with more pronounced psychological distress symptoms, incorporating objective measures in addition to self-report questionnaires, better monitoring participant engagement, and exploring additional mechanisms of interventions beyond mindfulness and metacognition., Mental health among university students has become an increasingly common research topic in the past decade, given that the prevalence of mental health problems is higher in student population than in the general population. Mindfulness, defined as present-moment awareness characterized by openness, acceptance, and curiosity, and metacognition, the ability to think about one’s own thoughts, may contribute to the improvement of students’ mental health. However, the relationship between these two constructs and their joint contribution to mental health remains insufficiently understood, especially in the context of brief mindfulness interventions. This study examined the effects of a brief mindfulness intervention on metacognition, dispositional mindfulness, depression, anxiety, stress, and academic burnout. The aim of the research was to determine the contribution of the brief intervention to improving students’ mental health, as well as to examine how metacognition and mindfulness are related and in which way they influence mental health and academic burnout. A randomized controlled trial was conducted with 220 participants (164 female; Mage = 19.41, SD =.89), who were randomly assigned to one of three groups: a mindfulness meditation group (N = 72), a breathing exercise group (N = 77), and an active control group, that watched educational videos (N = 71). The intervention lasted seven days and involved a daily 10-minute activity (meditation, breathing, or educational video viewing). Data was collected at four time points: before the intervention, during the intervention, immediately after, and one month after the intervention. The instruments used were the Depression, Anxiety and Stress Scale (DASS-21), Maslach Burnout Inventory (MBI), the Five Facet Mindfulness Questionnaire (FFMQ), and the Metacognition Questionnaire (MCQ). Repeated measures ANOVA showed no significant differences between groups in dispositional mindfulness, depression, anxiety, stress, or academic burnout. Path analysis, in which the mindfulness and breathing groups were combined into one experimental group and compared to the control group, indicated that the effects of the intervention on mental health were mediated by metacognition. Additionally, mindfulness was found to have a greater influence on metacognition than metacognition had on mindfulness. The findings suggest that mindfulness and breathing interventions—even when brief—can influence metacognitive processes, which in turn affect mental health. However, the intensity and duration of such interventions may not be sufficient to produce long-term changes in mental health, especially in student populations with low baseline levels of depression, anxiety, stress, and burnout. Recommendations for future research include examining brief interventions in populations with more pronounced psychological distress symptoms, incorporating objective measures in addition to self-report questionnaires, better monitoring participant engagement, and exploring additional mechanisms of interventions beyond mindfulness and metacognition.

Jezik

srpski

Datum

2025

Licenca

Ovo delo je licencirano pod uslovima licence
Creative Commons CC BY-NC 3.0 AT - Creative Commons Autorstvo - Nekomercijalno 3.0 Austria License.

http://creativecommons.org/licenses/by-nc/3.0/at/legalcode

Predmet

OSNO - Opšta sistematizacija naučnih oblasti, Psihologija

puna svesnost, metakognicija, studenti, mentalno zdravlje, intervencija pune svesnosti

OSNO - Opšta sistematizacija naučnih oblasti, Psihologija

mindfulness, metacognition, students, mental health, mindfulness intervention