Honors Projects

Abstract

This study investigated the effects of mindfulness-based journaling compared to free-form journaling on perceived stress, emotion regulation, and mindfulness in undergraduate students. Participants (N = 43) were randomly assigned to either a mindfulness-based journaling group or a free-form journaling group. Both groups journaled daily for two weeks and completed pre- and post-intervention assessments using the Perceived Stress Scale (PSS), Difficulties in Emotion Regulation Scale (DERS), and Five Facet Mindfulness Questionnaire (FFMQ).

A series of 2 × 2 mixed-design repeated measures ANOVAs revealed a significant main effect of time for perceived stress, F(1, 7) = 28.38, p = .003, partial η² = .802, indicating a reduction in stress levels across both groups. The mindfulness group improved from M = 31.18 (SD = 2.56) to M = 28.00 (SD = 1.55), while the regular group improved from M = 30.17 (SD = 2.93) to M = 28.67 (SD = 3.33). No significant time × group interactions were found for PSS (p = .262), DERS (p = .922), or FFMQ (p = .169). Changes in emotion regulation and mindfulness were minimal and not statistically significant.

Exploratory analyses revealed no significant differences in outcomes based on journaling format or gender identity, and a small, non-significant trend suggested that higher engagement levels may be associated with greater stress reduction. However, no male or non-binary participants completed the post-assessment, limiting the ability to examine gender-based differences. A t-test comparing participants with low ("fairly engaged") versus high ("very/highly engaged") levels of engagement also revealed no significant differences in stress reduction.

These findings suggest that journaling may be an effective method for reducing stress among college students, regardless of structure. Engagement quality may influence outcomes, but further research is needed to clarify this relationship. Limitations include the small sample size, brief intervention period, reliance on self-report measures, and lack of gender diversity in post-study participation. Future research should incorporate larger and more diverse samples, longer interventions, and objective outcome measures to further explore journaling’s impact on psychological well-being.

Department

Psychology

Major

Psychology

First Advisor

Dr. William O'Brien

First Advisor Department

Psychology

Second Advisor

Dr. Kitty Burroughs

Second Advisor Department

English

Publication Date

Spring 4-20-2025

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