Date of Award
1-1-2025
Document Type
Thesis
Degree Name
M.A. in Psychology
First Advisor
John Young
Second Advisor
Karen K. Kellum
Third Advisor
Sarah Bilsky
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The present study examined the moderating role of engagement in a technology-based mindfulness intervention among college students. Drawing on archival data from a prior randomized controlled trial, the analysis focused on whether self-reported engagement influenced changes in mindfulness as measured by the Five Facet Mindfulness Questionnaire (FFMQ). Seventy-five participants in the mindfulness intervention group received brief psychoeducational and practice-based text messages over a 21-day period. A moderation analysis using PROCESS macro tested whether engagement moderated the relationship between pre- and post-intervention mindfulness scores. Results indicated that engagement did not significantly moderate changes in total FFMQ scores, providing no support for the primary hypothesis. However, analyses revealed that engagement significantly moderated scores on the Describing subscale of the FFMQ, suggesting a potential facet-specific relationship between engagement and mindfulness outcomes. Moderation analyses for the other four subscales of the FFMQ were not significant. Limitations included reliance on a single self-report measure for engagement and a demographically homogeneous sample. Findings underscore the complexity of dose-response dynamics in mindfulness-based interventions and point to the need for more nuanced approaches to measuring and optimizing engagement in digital mindfulness interventions.
Recommended Citation
Wilson, Sarah Rose, "The Moderating Role of Engagement on Mindfulness" (2025). Electronic Theses and Dissertations. 3409.
https://egrove.olemiss.edu/etd/3409