Mindfulness-based programs improve psychological flexibility, mental health, well-being, and time management in academics

• Gabriel A.B. Marais ^[1] ; Sophie Lantheaume ^[1] ; Robin Fiault ^[2] ; Rebecca Shankland ^[1]
  1. [1] Grenoble Alpes University

     Grenoble Alpes University

     Arrondissement de Grenoble, Francia

     
  2. [2] Ecole des Psychologues Praticiens
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 10, Nº. 4, 2020 (Ejemplar dedicado a: Sociodemographic characteristics and stress of people from Spain confined by COVID-19), págs. 1035-1050
• Idioma: inglés
• DOI: 10.3390/ejihpe10040073
• Enlaces
  • Texto completo (pdf)
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• Resumen

  • (1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

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