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| Name | Class |
|---|---|
| U.S. National Science Foundation | FED |
| James S McDonnell Foundation | OTHER |
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This project involves testing a brief mindfulness training program to reduce students' psychological threat and support motivation, engagement, and learning in introductory undergraduate physics courses. The investigators predict that, compared to a control condition, mindfulness training will reduce psychological threat and increase motivation, engagement, and learning in physics.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Mindfulness Training | Experimental | Participants receive 20 minutes of mindfulness training per day for five continuous days (Monday through Friday). Training is delivered remotely to participants' computers and smartphones. |
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| No-Training | No Intervention | Participants do not receive training. On Monday and Friday, they listen to a 20 minute audiobook to match for time. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Mindfulness Training | Behavioral | Training is focused on learning the principle of RAIN (recognize, accept, investigate, non-identify) in the context of physics learning. |
|
| Measure | Description | Time Frame |
|---|---|---|
| Mean differences in Psychological Threat measured via Ecological Momentary Assessment | Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge. | Up to 3 days post-random assignment |
| Mean differences in Physics Motivation assessed via Ecological Momentary Assessment | State motivation to do physics work, measured using self-report items with Likert scale from 1 to 4. Physics motivation is calculated as an average of all items. Physics motivation ranges from 1 to 4, with higher scores indicating greater motivation to do physics work. | Up to 3 days post-random assignment |
| Mean change in Psychological Threat measured via Self-Report | Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge. | Up to three months post-intervention |
| Mean change in Physics Interest measured via Self-Report | The degree by which student's want to know or learn about physics, measured using self-report items with Likert scale from 1 to 4. Physics interest is calculated as an average of all items. Physics interest ranges from 1 to 4, with higher scores indicating greater interest in learning about physics. | Up to three months post-intervention |
| Mean change in Physics Self-Efficacy measured via Self-Report |
| Measure | Description | Time Frame |
|---|---|---|
| Mean differences in Meaning Making and Positive Reappraisal assessed via Ecological Momentary Assessment | Positive Construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics. |
| Measure | Description | Time Frame |
|---|---|---|
| Mean differences in Performance in Physics Class | End-of-course grades measured via school records on a scale from 0-4. Higher grades indicate higher classroom performance. | End of semester, approximately 12 weeks |
| Mean differences in Retention in Physics Classes |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Brian Galla, PhD | University of Pittsburgh | Principal Investigator |
| Timothy Nokes-Malach, PhD | University of Pittsburgh | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Pittsburgh | Pittsburgh | Pennsylvania | 15260 | United States |
Deidentified data required to reproduce results reported in publications will be available to researchers.
Data and analytic code will be shared upon publication.
Data and analytic code will be shared on Open Science Framework (or other online repository)
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Beliefs about the ability to perform well in physics, measured using self-report items with Likert scale from 1 to 4. Physics self-efficacy is calculated as an average of all items. Physics self-efficacy ranges from 1 to 4, with higher scores indicated greater self-efficacy to perform well in physics. |
| Up to three months post-intervention |
| Mean change in Physics Value measured via Self-Report | Perceived value of learning physics, measured using self-report items with Likert scale from 1 to 6. Physics value is calculated as an average of all items. Physics value ranges from 1 to 6, with higher scores indicating greater perceived value of physics learning. | Up to three months post-intervention |
| Mean change in Physics Identity measured via Self-Report | The degree by which students identify their self-concept with physics, measured using self-report items with Likert scale from 1 to 6. Physics identity is calculated as an average of all items. Physics identity ranges from 1 to 6, with higher scores indicating greater self-identification with physics. | Up to three months post-intervention |
| Mean change in Physics Belonging measured via Self-Report | Student's sense of belonging in their physics course, measured using self-report items with Likert scale from 1 to 5. Physics belonging is calculated as an average of all items. Physics belonging ranges from 1 to 5, with higher scores indicating greater sense of belonging in physics. | Up to three months post-intervention |
| Mean change in Physics Achievement Goals measured via Self-Report | Goals related to mastery approach, performance approach, or performance avoidance, measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale. Physics achievement goals range from 1 to 6, with higher scores indicating greater mastery approach, performance approach, or performance avoidance goals. | Up to three months post-intervention |
| Mean change in Physics Growth Mindset measured via Self-Report | Beliefs that intelligence and abilities for physics can be developed through dedication and hard work, measured using self-report items with Likert scale from 1 to 6. Growth mindset is calculated as an average of all items. Growth mindset ranges from 1 to 6, with higher scores indicating greater growth mindsets and lower scores indicating greater fixed mindsets. | Up to three months post-intervention |
| Up to 3 days post-random assignment |
| Mean differences in Affect assessed via Ecological Momentary Assessment | Positive and negative affect, measured using self-report items with Likert scale from 1 to 5. Positive and negative affect are calculated as an average of all items from each subscale. Positive and negative affect ranges from 1 to 5, with higher scores indicating greater positive or negative affect, respectively. | Up to 3 days post-random assignment |
| Mean differences in Mindfulness assessed via Ecological Momentary Assessment | State mindful attention and awareness, measured using self-report items with Likert scale from 0 to 6. State mindfulness is calculated as an average of all items. State mindfulness ranges from 0 to 6, with higher scores indicating greater state mindful attention and awareness. | Up to 3 days post-random assignment |
| Mean differences in Equanimity assessed via Ecological Momentary Assessment | State balanced mental attitude, measured using self-report items with Likert scale from 1 to 5. State equanimity is calculated as an average of all items. State equanimity ranges from 1 to 5, with higher scores indicating a greater balanced mental attitude. | Up to 3 days post-random assignment |
| Mean change in Meaning Making and Positive Reappraisal assessed via Self-Report | Positive construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics. | Up to three months post-intervention |
| Mean change in Physics Engagement assessed via Self-Report | Physics effort, cognitive strategies, metacognitive strategies, & help-seeking, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale, with higher scores indicating greater effort, use of cognitive strategies, metacognitive strategies, and greater help-seeking behavior. | Up to three months post-intervention |
| Mean change in Physics Anxiety assessed via Self-Report | Anxiety about doing physics work, measured using self-report items with Likert scale from 1 to 5. Physics anxiety is calculated as an average of all items. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety. | Up to three months post-intervention |
| Mean change in Physics performance on the assessment | Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy. Multiple choice and forced choice items scored as correct or incorrect. Open-ended and explanation items are scored on a rubric. Scores are averaged across the items with higher scores indicating better physics performance. | Change from baseline to posttest |
| Mean differences in Performance on the Preparation for Future Learning Task | Physics problem solving tasks that include new learning resources (e.g., a worked example) and a transfer task. Each item is scored for accuracy. Open-ended and explanation items are scored on a rubric. Scores are summed across items with higher scores indicating better physics learning. | Posttest |
| Mean change of judgments of confidence, anxiety, and difficulty during physics assessment via Self-Report | Judgments of anxiety, confidence, and difficulty during physics problem solving, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items, with higher scores indicating greater confidence, anxiety, and difficulty respectively. | Change from baseline to posttest |
Enrollment in second semester of introductory physics course sequence measured via official school records. Scored dichotomously, 1 for enrolling in second semester physics and 0 for not. |
| End of following semester, approximately 7 months |
| Mean change in Physics Failure Mindset assessed via Self-Report | Perceptions of failure ranging from failure-is-enhancing to failure-is-debilitating, measured using self-report items with Likert scale from 1 to 5. Physics failure mindset is calculated as an average of all items. Physics failure mindset ranges from 1 to 6, with higher scores indicating a greater failure-is-debilitating mindset. | Up to three months post-intervention |
| Mean change in Physics Epistemological Beliefs assessed via Self-Report | Beliefs about the nature of physics, measured using self-report items with Likert scale from 1 to 6. Physics beliefs is calculated as an average of all items. Physics beliefs ranges from 1 to 6, with higher scores indicating greater implementation of instruction and learning tools. | Up to three months post-intervention |
| Mean change in Physics Transfer assessed via Self-Report | General self-reported learning and transfer strategies, measured using self-report items with Likert scale from 1 to 6. Physics transfer is calculated as an average of all items. Physics transfer ranges from 1 to 6, with higher scores indicating greater use of learning and transfer strategies. | Up to three months post-intervention |
| Mean change in Covid-19 Perception of Threat assessed via Self-Report | Perceptions of threat due to Covid-19 and its relation to school, measured using self-report items with Likert scale from 1 to 6. Covid-19 perception of threat is calculated as an average of all items. Covid-19 perception of threat ranges from 1 to 6, with higher scores indicating greater perceived threat due to Covid-19. | Up to three months post-intervention |
| Mean change in Mindfulness assessed via Self-Report | Trait mindful attention and awareness, measured using self-report items with Likert scale from 1 to 5. Trait mindfulness is calculated as an average of all items. Trait mindfulness ranges from 1 to 5, with higher scores indicating greater mindful attention and awareness; will also be used as covariate or moderator Trait mindful attention and awareness, measured using self-report items with Likert scale from 1 to 5. Trait mindfulness is calculated as an average of all items. Trait mindfulness ranges from 1 to 5, with higher scores indicating greater mindful attention and awareness; will also be used as covariate or moderator | Up to three months post-intervention |
| Mean change in Emotion Regulation assessed via Self-Report | Trait emotion regulation and dysregulation, measured using self-report items with Likert scale from 1 to 5. Trait emotion regulation is calculated as an average of all items. Trait emotion regulation ranges from 1 to 5, with higher scores indicating greater regulation of emotions and lower scores indicating a dysregulation of emotions; will also be used as covariate or moderator | Up to three months post-intervention |
| Mean change in Trait Equanimity assessed via Self-Report | Trait balanced mental attitude, measured using self-report items with Likert scale from 1 to 5. Trait equanimity is calculated as an average of all items. Trait equanimity ranges from 1 to 5, with higher scores indicating a greater balanced mental attitude; will also be used as covariate or moderator | Up to three months post-intervention |