Psychological distress in University settings has grown and became a public health concern. In this context, contemplative practices such as mindfulness have been proposed as a strategy to help students on stress management. Forty university students (20 female), aged between 18 to 30 years (mean = 24.15; SD = 3.56), with no previous experience with meditation or yoga were recruited at the Federal University of Rio Grande do Norte and randomized to a mindfulness training (MT) or active control (AC) groups. We analyzed measures of anxiety, affect, stress, as well as state and trait mindfulness in order to evaluate the effects of trait mindfulness and a brief mindfulness intervention in forty healthy young students. Participants were classified as Low (n = 27, females = 13) or High (n = 13, females = 7) Trait Mindfulness by k-means clustering and compared between them using Wilcoxon sum rank test. Furthermore, the sample was randomly allocated to an AC (n = 20, females = 10) or a MT (n = 20, females = 10) group, and mixed analysis of variance was performed to analyze the effect of interventions. The mechanisms and role of trait mindfulness in the intervention was assessed by a moderated mediation analysis. We found that High Trait individuals have lower anxiety trait, anxiety state and perceived stress levels. Only the MT group reduced their anxiety state and perceived stress after the intervention and increased their state mindfulness. Both groups reduced negative affect and cortisol, and no change was found in positive affect. Moderated mediation analysis showed that the training-induced change in state mindfulness mediated the increase in positive affect and the decrease in perceived stress and cortisol, regardless of trait mindfulness. For anxiety state the decrease only occurred in individuals with High Trait Mindfulness. Together, these results suggest that higher trait mindfulness is associated with low levels of psychological distress and that a brief mindfulness-based intervention seems to be useful to reduce distress measures in university students. ReBEC, U1111-1194-8661. Registered 28 March 2017—Retrospectively registered, http://www.ensaiosclinicos.gov.br/rg/RBR-7b8yh8

中文翻译：

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简短的正念训练和正念特质可减轻大学生的心理压力：一项随机对照试验


大学环境中的心理困扰日益严重，并成为一个公共健康问题。在这种背景下，人们提出了诸如正念之类的沉思练习作为帮助学生进行压力管理的策略。北里奥格兰德联邦大学招募了 40 名年龄在 18 至 30 岁之间（平均值 = 24.15；SD = 3.56）的大学生（20 名女性），之前没有冥想或瑜伽经验，并随机接受正念训练（ MT）或主动控制（AC）组。我们分析了焦虑、情感、压力以及状态和特质正念的测量结果，以评估特质正念和简短的正念干预对四十名健康年轻学生的影响。通过 k 均值聚类将参与者分为低（n = 27，女性 = 13）或高（n = 13，女性 = 7）特质正念，并使用 Wilcoxon 总和秩检验对他们进行比较。此外，将样本随机分配到AC组（n = 20，女性= 10）或MT组（n = 20，女性= 10），并进行混合方差分析来分析干预效果。通过有调节的中介分析来评估特质正念在干预中的机制和作用。我们发现高特质个体的焦虑特质、焦虑状态和感知压力水平较低。只有 MT 组在干预后减少了焦虑状态和感知压力，并增加了状态正念。两组都减少了负面情绪和皮质醇，而正面情绪没有变化。有调节的中介分析表明，无论正念特质如何，训练引起的正念状态变化都会介导积极情绪的增加以及感知压力和皮质醇的减少。 对于焦虑状态，这种下降仅发生在具有高特质正念的个体中。总之，这些结果表明，较高的正念特征与较低水平的心理困扰有关，并且基于正念的简短干预似乎有助于减少大学生的困扰措施。 ReBEC，U1111-1194-8661。 2017 年 3 月 28 日注册——追溯注册，http://www.ensaiosclinicos.gov。br/rg/RBR-7b8yh8