The goal of this controlled trial is to learn if a digital mindfulness nudge intervention named "28 Days of Mindful Moments" works to improve cognitive, well-being and academic outcomes in college students. The main questions it aims to answer are:
Cognitive: Does "28 Days of Mindful Moments" increase the level of mindfulness and decrease the level of rumination among participants? Well-Being: Does "28 Days of Mindful Moments" lower the levels of depression, anxiety, stress, negative affect and increase the levels of life satisfaction and positive affect among participants? Academic: Does "28 Days of Mindful Moments" increase the levels of productivity, study engagement, goal progress and decrease the levels of procrastination and study burnout among participants?
Researchers will compare the digital mindfulness nudge intervention to a waitlist control to see if the intervention works to improve the above outcomes.
Participants will:
Do daily mindfulness tasks/exercises such as mindful breathing or body scans for 1 month (28 Days) Fill in a questionnaire survey at two fixed time points (before and after for participants in the experimental group, before for participants in the control group) Fill in a follow-up survey
User of Telegram
At least 18 years of age
None
Parallel
Digital Mindfulness Nudge Intervention
BehavioralParticipants will be guided through 28 Days of Mindfulness Exercises via a Telegram Channel (In a digital and nudge-based format)
Mindful Attention Awareness
Mindful attention awareness will be measured using the 15-item Mindful Attention Awareness Scale MAAS (Brown \& Ryan, 2003). Items like "I break or spill things because of carelessness" will be rated on a 6-point Likert scale from 1 (Almost always) to 6 (Almost never), where higher scores indicate greater mindfulness. Total scores will be computed by averaging item responses.
Rumination
Rumination was measured using the 10-item Ruminative Responses Scale (Treynor et al., 2003), which assessed one's tendency to engage in repetitive and passive focus on symptoms of distress as well as their causes and consequences. Participants rate how frequently they engage in each response (e.g., "Think 'What am I doing to deserve this?'") on a 4-point Likert scale ranging from 1 (Never) to 4 (Always). Total scores will be computed by averaging the responses, with higher scores indicating greater rumination.
Depression
Depressive symptoms will be measured using the Centre of Epidemiologic Studies Depression Scale, 10-item revised version CES-D-R 10 (Andresen et al., 1994). Participants will respond to 10 items (e.g., "I felt that everything I did was an effort.") taking into account the past two weeks on a 4-point scale (1 = Rarely or none of the time, 4 = All of the time). Higher scores indicate higher levels of depressive symptomatology.
Anxiety
State anxiety will be assessed using the 6-item Spielberger State-Trait Anxiety Inventory STAI-6 (Marteau \& Bekker, 1992). Six items (e.g., "I was tense these past 2 weeks.") will be rated from 1 (Not at all) to 4 (Very much so) and averaged for a composite score. Higher scores indicate greater levels of anxiety.
Stress
Stress will be evaluated using the 4-item Perceived Stress Scale PSS-4 (Cohen et al., 1983). Participants will rate items such as "How often have you felt difficulties piling up so high that you could not overcome them?" on a 0 to 4 scale (0 = Never to 4 = Very often). Higher scores indicate higher levels of perceived stress.
Demographic outcomes
Measures demographic characteristics such as age, sex, income, education etc
Data fidelity and intervention experience
Measured through a set of questions that ask about participants' motivation, honesty and satisfaction.
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